Exercise: game teaching

This is an expansion of the gaming exercise in Teacher.

I (rkdarst) think there is a lot of analogies to teaching games and teaching technology. Both are complex systems with many interlocking parts, and it can seem hard to get started until you know everything. Yet, somehow things must be linearized for teaching. In this exercise, we will have some fun playing board games while reflecting on our teaching.

The task / instructions

  1. Choose board games and divide into groups appropriate for the games. In each group, there should be ~1-2 people who knows the game, and it’s new to the rest (this is flexible)

  2. The teachers teach others the game. The learners pay close attention to the way the game is being taught (perhaps taking notes; without interrupting the teaching too much). that lists the points from the material to assist in note-taking.

    Special notes:

    • Manage time well and decide the proper level of detail. Don’t get stuck on small things.

  3. When time is up, everyone discusses how the explanation went (use the evaluation in the last section on this page):

    • What went well and didn’t go well?

    • How would you improve it next time?

    • Also use the opportunity to practice constructive criticism - find a way to say what you think nicely but directly, even if it’s not comfortable.

  1. Discuss how this applies to our teaching technology.

Preparation

Game teachers: Watch How to teach board games like a pro. Optionally, watch the CodeRefinery teaching motivation version (or read it). Take a game you have and prepare to teach it using these strategies. You can use the strategy.

The 1-2 teachers make a teaching plan in accordance with the lessons in the info. (you don’t have to teach the whole game, or do a complete play-through.) Treat it is our SciComp teaching: not the full picture, but enough to get someone interested and get started. (Look at the schedule to see how much teaching time you have, and adjust to that.)

Game learners: You may watch/read the things above, but you don’t need to. You can browse the table below to see a summary.

Teaching strategy reference

The left column is from the video (things in parentheses are my additions).

Points from the game-teaching video

Analogy to teaching technology

Comments

(Know your audience)

<– same

Different audiences need different things taught.

Know the game well enough to teach it

For tech, also know what not to teach - not everyone needs to know the same things.

Let people fiddle, it isn’t a lecture.

Let people try things out themselves.

“Teach while doing”.

Before the rules: “Who, how, and why?” (the game’s theme)

Explain the big picture of what and why to give context.

People are here to do something, not learn the rules.

It’s a performance; consider rehearsing. Decide the path you will take through the rules.

Make a practice (also similar to how learner’s environments will be)

I especially try to rehearse the first five and last five minutes.

n/a

Make a good initial setup, with good examples that are straightforward and without pitfalls.

In games, consider making a specific setup (not random) to demonstrate things in a good order.

Always use your friends in examples. Use their names in examples.

Use examples as realistic as possible.

Make sure you encourage questions (you can postpone answering until later).

Encourage questions, but realize what is advanced and should be explained later.

It’s a fine balance between questions and derailing.

(Very careful about jargon. Players see and think cubes, not diseases. I try to say the physical thing and in-game name when explaining)

Spread the jargon teaching throughout the explanation and give reminders when you use recently-introduced jargon.

Can you make some sort of reference card?

Employ a flight attendant (helper) and avoid multiple teachers.

Co-teachers.

One captain on the ship. Decide the captain and let them handle the flow of what is taught in what order. Others support.

Careful how you play the game, too (if you win, you lose the teaching).

You can simplify for the audience. If you teach exactly what you would do, maybe it’s too much for your learners to use anything.

Take the lead on asking if a dummy round is necessary. Dummy rounds with open information are OK.

I always do a demo first, before expecting someone else to do it alone.

For example, if in garage I need someone to do something from the command line and they clearly have little experience, I will demo or screenshare before I ask them to try themselves.

(Experienced people go first. Order players from most to least experienced and try to use a round as a demo.)

^ similar

The teacher may still need to control what gets explained (and not) at what times.

The secret superpower of simple games (Start with simpler games first during a teaching session).

Make simple examples to start off.

Another instance of “teach what people need to learn, not what you would do”.

(Teaching isn’t just the lesson, it’s also mentoring during the game.)

You (or someone) needs to be around later on to mentor.

I try to start off a game teaching, and as the game goes on, let people do more and switch to mentoring. The entire first game can be the lesson, even if it makes it not a realistic game.

Evaluation checklist

Save some time and give feedback to the teacher based on the criteria above. Some of the most important points are below, also in the printable grading sheet.

Make sure you know the game well enough to teach it Different from knowing the game well - know what is important and not important to focus on.

Set up the game in advance So that you can get right to the interesting part.

Theme of the game What are we trying to do and why?

Do as much teaching as possibly while actually doing things Minimal intro, start the game, and teach the rest of the concepts while playing.

There should be one primary teacher There is co-teaching, but one person responsible for making sure time gets kept and things progress.

Make it easier Teach the game the learners will play, not the game that you will play.

Experienced people go first Don’t expect someone to do something they haven’t seen demonstrated first.

Be very careful about jargon Are you using only jargon of the game without descriptions that make sense to any gamer?

(Run through the lesson first myself) (Perhaps not relevant when there isn’t preparation time! Focus on smooth first five and last five minutes)

Mentor even after teaching is done and the game is being played