Using Games to develop
language and vocabulary in the classroom
Presenter: Karen Starkiss
Karen provided us with notes on the
PD and a handout of games we may use to develop language and vocabulary in the
classroom. These notes and handouts cannot be shared with people who did not
attend.
More
Links to the Australian
Teaching Standards give specific areas which were covered:
1.5 Differentiate teaching to meet
the specific learning needs of students across the full range of abilities
1.6 Strategies to support full
participation of students with a disability
4.1 Support Student participation
6.4 Apply professional learning and
improve student learning
7.4 Engage with professional teaching
networks and broader communities
CRTs that attended
provided a range of feedback on the PD. I have summarized it as follows:
Reasons that people decided to
participate included: interested in learning about making language learning
fun, appreciate the depth of knowledge the presenter has about dyslexia and
learning disabilities, useful in the CRT context, hoped it would help
acquisition of some new ideas, needed some inspiration for more active ways to
engage students, provided PD hours in special educational needs, it was a local
opportunity, it was cost free.
Karen presented the theory behind
using games and what relevance it has in making memorable learning experiences
for students. Her handouts provided the
key points to the information she disseminated. The games notes were detailed
and because we played them, we learnt about what works and as a group were able
to suggest ways in small groups and the whole group that we would alter the
games to suit the students we know. For
example, to make it easier for a deaf student to play we would use a rolling
arm movement rather than a loud clapping sound to anticipate an answer. Karen accepted queries or comments from
participants as they arose, which assisted participants to feel at ease when
they felt clarification or depth was required.
We soon learnt that although we may
use some games in the five minutes here or there as fillers that we could
expect that the use of the games would enable students to grow their
understanding and breadth of word knowledge when used intentionally. As an engaging way into new learning and use of
strategic thinking, games are fun and help us remember what we learnt because
of the variety of contexts experienced.
Oral skills, reading skills, social skills all come to play out together
through the conversations with others, the listening to others and the
challenging of others in small groups.
This leads to overall growth in ability and the learner’s belief that
what they know and offer is valuable.
CRTs generally felt they have a
larger repertoire of ways to engage students.
They felt that the presentation was helpful and equipped them well and
will provide them with a fresh way to engage students. Whatever the level the students may be
working, these activities can be designed in a way that promotes and shifts the
learning possibilities forward. The
interactivity works at all levels as was proved by the participation on a balmy
afternoon and evening.
Ian Conabere 10 3 2016
