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Let’s Play Ethics. Ilma Agajan. Gargždų „Vaivorykštės“ gimnazija

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“Let’s Play Ethics”

 I want to introduce an educational game “My Choice …” that I personally created.

Educational tool format – board game. The game consists of 24 topics (they correspond to the general education curriculum of moral education (ethics) of I to IV of the Gymnasium grades. The game is designed to stimulate student’s engagement, develop creativity, co-operation, develop communication and critical thinking skills, teaches the process of problem analysis and decision-making. At the end of the game, the game is being discussed, impressions about the game are shared, and suggestions on how to improve the game are made.

Duration of the session: ~ 60 min. for the game and ~ 15 minutes for discussion.

Number of players: group of 4-5 students.

Components of the game: game board, 24 situation cards, 6 moral rating criteria cards (“Fair Decision”, “Responsible Decision”, “Example of  Good Behavior”, “Citizen Position”, “Empathetic Decision”, “My Self-Proposed Moral Assessment Criterion” “), 24 cover cards, game figurines, dice.

Game description: The game is started by a student throwing a dice. The player goes forward as many fields as the number on the rolled dice shows. After stopping in the field that shows the title of the theme, the player reads the given situation. The rest of the players discuss and propose reasoned solutions to the situation. The student, who read the problem situation, carefully listens to all proposed solutions to the situation, chooses 1 out of 5 moral assessment criteria (“Fair Decision”, “Responsible Decision”, “Example of Good Behavior”, “Citizen Position”, “Empathetic Decision”) and, based on this criterion, explains which decision method he selects to justify his choice. If the payer chooses the “My self-offered moral rating criterion” card, he then has to create his own moral assessment criterion. The student whose solution has been chosen gets 1 point. The situation card of the discussed situation is covered by a cover card and the discussion on that topic is over. The game continues.

The game ends when one of the players reaches the finish. The one who scored the most points is the winner.

Teacher takes part in the game only as an observer, who promotes situational analysis, asks additional questions, etc. (it is suggested to use the Case Analysis Methodology).

Possible questions to discuss after the game:

  1. Has anyone been having any difficulty playing the game? How did you resolve those difficulties?
  2. How do you think, what abilities improve when you play this game?
  3. Which problem situation turned out to be the most interesting for you? Caused most discussions? Why?
  4. What topic, problem situation would you suggest to include in the game? Why?
  5. What suggestions do you have on improving the game?

A filmed activity, where the methodology of this game is put to practise, can be seen at:

Taip pat skaitykite

LEARNING ARTS IN FRENCH. Orinta Šalkuvienė, Zinaida Varanauskienė. Šiaulių Medelyno progimnazija. Orinta Šalkuvienė, Zinaida Varanauskienė. Šiaulių Medelyno progimnazija.

“LEARNING ARTS IN FRENCH“