1.1 Skills:

  • 1.1.5 Countless games require the evaluation of information. Whether it is determining which role would be most beneficial (Citadels & Puerto Rico) to analyzing social cues and behaviors to deduce who is playing subversively (Shadows Over Camelot & Saboteur); games demand evaluative decisions.
  • 1.1.6 Students are active participants in the gaming experience, taking in information to make inferences and gather meaning. A prime example would be a student working out an opponent’s strategy in Ticket to Ride or Hive based on what the pieces they have played or on any potential moves available.
  • 1.1.9 Games like Lord of the Rings and Pandemic facilitate a platform for collaborative game play, allowing students to discuss and work in teams with others to help broaden and deepen their understanding.

1.2 Dispositions in Action

  • 1.2.2 At a younger age, games like Froggy Boogie and Snorta help students build confidence and direction by providing opportunities for making independent choices when selecting information.
  • 1.2.4 Some games, such as Citadels and Shadows Over Camelot, contain a “traitor” mechanic that provides opportunities for students to question the validity and accuracy of information presented.

1.3 Responsibilities

  • 1.3.2 Max, a primary level collaborative game, provides opportunities for the development of social understanding and individual respect as students seek a variety of perspectives when gathering and assessing information before making decisions.

1.4 Self Assessment Strategies

  • 1.4.1 Games are engaging and often have a learning curve that builds towards proficiency. Students have the potential to excel within the game by self-monitoring how they utilize information during play to determine if its usefulness and effectiveness.
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