Robert J. Marzano is a well-known educational researcher, the author of The Art and Science of Teaching [ASCD, 2007] and co-author with Mark W. Haystead of Making Standards Useful in the Classroom [ASCD, 2008]. When Marzano talks, educators listen.
Games in the Classroom
Children love games. While some teachers use games to teach and review concepts, most do not. Robert Marzano has been involved in over 60 studies on using games in the classroom and their effect on student achievement. The studies showed that using games to teach has led to a 20 percentile gain in student achievement. "This is a relatively strong finding." [1]
Marzano has found that there is a particular style of "game" that is best suited for classroom use. Three games that fit that style are
- Jeopardy
- Family Feud
- $100,000 Pyramid.
These games work very well for arranging information from least difficult to most difficult. And, Marzano discovered that not every game was effective. He found that four components seemed to be in place for the best results.
Use Inconsequential Competition When Playing Classroom Games
Using points gives students a sense of competition but Marzano warns that points should not be used as part of the grading process. Students can be arranged into teams of four to play games four or five times during a unit. The number of teams is not important.
"At the end of the unit, the teacher adds up the points for each team, and the three teams with the highest number of points get some inconsequential but fun reward, such as coupons to buy juice from the vending machines in the cafeteria." [1]
Target Essential Academic Content in Games
Marzano suggests that game questions focus on the most important content within the unit. "The most efficient way to maintain an academic focus is to organize games around important terms and phrases. Questions and answers would involve information important to terms and phrases." [1]
The questions and answers should be phrased in such a way that they are quickly understood and quickly answered. This is not the time for complicated questions.
Debrief Information after the Game
A common mistake teachers make is to add up game points and move on to the next unit. The whole point of playing academic games in the classroom is to provide opportunities for students to examine important content in a lively and enjoyable venue. Marzano suggests that teachers review the game and discuss which questions were difficult and which were easier - and why. This would stimulate analysis of important phrases and terms.
The discussion after the game is often the most important part of the project. When students process, they understand. This part of process may allow students that held back in the game process to offer their opinions.
Have Students Revise Their Notes After Games
"When a game has ended and the class has discussed difficult terms and concepts related to the content, the teacher should give students time to revise their notes." [1] The analysis after the game may inspire new understanding for some students. Giving them time to rewrite their notes ensures that they have the information noted for the best understanding.
Marzano’s research shows that games do improve learning but not just any games and not without follow-up. If done well, games do have a significant effect on student achievement.
[1] Robert J. Marzano, "Using Games to Enhance Student Achievement, Association for Supervision and Curriculum Development, February 2010.
Related article: How to Fix American's Schools
Barbara Pytel - Email me Experience Although I was never particularly fond of going to school as an ELL student, I ironically became a teacher, ...
