On completion of the course, teachers will be able to find, analyse and select suitable commercial and freely available games; plan for effective integration of these games into their classroom activity; use game design as project-based learning; develop and evolve their own bespoke non-digital games; and use games as formative and summative assessment tools.
Beyond the simple joy of play, games can facilitate a range of learning objectives.
We run this course as a full day workshop for groups of 4 to 12 teachers. Generally we run the course on-site for schools who want to build the skills of a number of their teachers, but we also organise 'open' courses where we invite teachers from different schools to attend individually or in small groups.
'Cathedral' was inspired by the architecture around Christchurch cathedral in New Zealand. Two players take turns to capture areas by placing geometric buildings - an excellent game for spatial thinking and strategic planning.
Once you have decided to use a particular game as part of your teaching, it's important to ensure you implement it for maximum success. This means drawing on 'Teaching Games for Understanding' research (TGfU) when introducing a game to the class. We also share a range of tips and tricks to getting the most out of games with your class with the least hassle.
In 'Labyrinth', players take turns sliding rows of tiles back and forth to create paths toward the objects they seek. The simple mechanic encourages tactical planning and spatial visualisation.
We take you through a simple step-by-step game design process, from identifying your learning objective to prototyping your play mechanic. By the end of the day you will have created a game from scratch, that you can take into the classroom and start using.
Perfect as a platform for building oral and written narrative skills, 'Rory's Story Cubes' (and the many expansions) invite players to create stories inspired by what they roll.
The course integrates techniques developed by the Institute of Play in New York with the project-based learning methodology. The result in a student-directed process, inviting complete integrated across key learning areas.
A fantastic 'first boardgame' for young children, 'Orchard' is a collaborative turn-taking game where players work together to pick all the fruit before the raven arrives.
Video case studies include 'Quest to Learn' and the Institute of Play; John Hunter's 'World Piece Game'; Brenda Romero's 'The Mechanic is the Message' series; and the curriculum-aligned civilisation-building game 'Historia'.
The hugely popular, critically acclaimed 'Settlers of Catan' has been used by teachers around the world. It gives students a personal appreciation of key historical and sociological concepts, as well as building skills in negotiation and planning.
Brett leads a number of initiatives for Schoolhouse, including the advocacy of game-based learning. He is a passionate advocate of the power of games as tools for behavior change. He has written on the topic for the marketing trade press and is the Australiasian lead of Naked Play, a global initiative to promote play-based marketing.
Ben currently teaches Serious Game Design and Programming within the Bachelor of Creative Industries. He is leading the development of a Serious Games degree at the University of the Sunshine Coast, and has authored numerous papers on the use of game play as a tool for learning and social change.
Donovan is a highly experienced adult learning specialist, with over ten years experience in developing and delivering corporate training. He holds a diploma of management from the Australian Institute of Management as well Certificate IV qualifications in both Training and Assessment as well as Training and Development.
The deceptively simple 'Carcassonne' challenges players to think topologically. For younger students 'My First Carcassonne' removes some of the complexity of play, but retains the core themes for learning.