This teaching resource is part of the website of the Gamestorming for
Innovative Teaching International Erasmus Plus Project (Slovenian, Norwegian, Romanian and Polish Universities and suits the needs of intermediate and upper-intermediate students who study in Teacher Education. They need to develop their listening, speaking and critical thinking skills and at the same time they need to expand technical related vocabulary. This resource assists both the lecturer, who can use this online game with student-players in the classroom, and students who, rather autonomously, can also explore and reflect on their empathy, self-knowledge and self-representation which they showed and developed during the activity. They naturally improve skills of communication and cooperation, negotiation, strategic, creative and logical thinking. Moreover, they raise their fluency and become more sensitive to other cultures and intercultural issues, at the same time being aware of their cultural uniqueness.
This activity of the teaching resource will be tried out during the Károli community days. The Károli Gáspár University of the Reformed Church of Hungary places considered emphasis on community-oriented education and the personal relationship between students and professors. These social events and this activity can contribute to explore and enjoy life as a student.The exciting and beneficial topics of empathy, self-knowledge, self-representation, communication and cooperation, negotiation, strategic, creative and logical thinking can motivate the students to learn about themselves, each other and about the foreign language as a tool. Since the concepts and practice of emotional intelligence, communication and cooperation, negotiation, strategic, creative and logical thinking as an inevitable part of teacher training is relatively new, its introduction to Teacher Education is an innovative idea and can happen in different creative ways. The technical and professional language in the description of the game is on a high level therefore to the thorough understanding students have to know the accurate vocabulary. Since the website is in English as well, it can be easily applied for several other language projects in different countries. Monitoring students’ and students’ own progress is not challenging because assessment can be aimed at the vocabulary or the topic itself. It is possible to adopt the contents to students’ need, level of emotional intelligence and language knowledge. The game is excellent to be used for special purposes. Its professional vocabulary enriches students’ knowledge in Teacher Education. The game can be easily accessed by the key words of the website and the reference of the Erasmus Plus project.
Brainstorm the need/importance of empathy, self-knowledge , self-representation, cooperation, negotiation, strategic, creative and logical thinking. They download and print different parts of the game before the lesson.
The students work in groups of 4. They choose a character, sights and regions from the SLOW GAME. Elicit the following questions or topics of discussion:
How can you relate to your and the others’ characters? What do you know about famous Slovenian sights, important regions?
Elicit some known vocabulary and the unknown vocabulary from the game that students will also use during the activity. They have to explain why they have chosen their character. They have a short discussion about it with the group.
Step 1. Explaining the activity to the students. A game master is chosen. The students choose who will play the different characters. The activity will allow students to recognise and practise vocabulary from the Slovenian culture, in addition to practising their speaking skills.
Step 2. The students read the cards, or examine the pictures on them.
Step 3. The “characters” play their part then the others give presentations about famous Slovenian sights. While roleplaying this situation, students have to use vocabulary introduced and practised during the warmer.
Step 4. The student-players play the game with the assistance of the game master.
Step 5. The students sit in a circle and discuss their thoughts and feelings about the game, what they think of the characters what they have learned from the game.
Capacity to match the needs of lecturers and students
The provided tangible improvements
The capacity to motivate students to improve their language skills
Effectiveness in introducing innovative, creative and previously unknown approaches to LSP learning
Measurement of the transferable potential and possibility to be a source of further capitalisation/application for other language projects in different countries
Skills assessment and validation
Availability of appropriate tools for lecturers to monitor students’ progress and for students to assess own progress and to reflect on learning
Flexibility of the contents and possibilities for the LSP lecturers to adapt the contents to their and to students’ need
Assess the technical usability from the point of view of the lecturer and the student
Assess the accessibility from the point of view of the lecturer and the student
The activity matches the psychological and communicative needs of students and lecturers, it is creative and informative for both of them. Since during the activity a bulk of technical vocabulary on the topics of empathy, self-knowledge, self-representation, communication and cooperation, negotiation, strategic, creative and logical thinking and they are being practiced, it provides considerable and tangible improvements for the students.
Website of the Teaching Source: