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Although some resources are created with specific ideas in mind for how they will be performed or used in the classroom, sometimes teachers need to adapt. Today, we will talk about how to change
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One of the hardest parts about teaching an upper elementary class is the changing variables in the equation.
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Sometimes you expect to have 20 minutes for an activity, but a last-minute guest walks through the door and cuts that down to 10 minutes, or you plan an activity for groups of 4, but you will have an odd number of students. Then, your high school basketball team goes to state and the pep rally tells you to drop an activity from your schedule entirely.
The constant change within the classroom environment certainly keeps teachers on their toes, but it also makes teachers appreciate resources that adapt to the needs of the classroom.
Having a good range of digital resources that require little or no preparation and can be adapted for different situations is essential to maintain control and make quick changes every day.
These Digital Review Games are designed with change in mind. In addition to being completely digital and easy to set up or play back, they can also be adapted for different configurations. Today, we show you exactly how Digital Review can change Games in different situations.
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Each of these Digital Review Games includes 30 self-review questions, an interactive game board, and a recording sheet that teachers can use for accountability purposes.
The interactive game board has enough game pieces for 6 students to play. We’ve also included bonus questions for students to answer if they end up in the same spot as a player ahead of them.
For a more detailed breakdown of how to play our Digital Review Games, along with some ideas for changes/variations, check out this blog post.
How to Adapt Digital Review Games for 5 Different Situations Situation #1: I need to use this game in the middle as an individual activity
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Although these Digital Review Games were originally created to be competitive group games, sometimes they need to be modified or used as individual activities.
You can adapt these activities for individual students in different ways, but for the most part, you might get the game board out and just ask the students to practice the questions.
Scenario #2: I want to play the game as a whole class with students in pairs, but there are not enough game pieces.
If the game is being used as a way to project or introduce new content, one way you can change this is by allowing students to work in pairs.
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The benefit of playing in pairs (especially early in the introductory content section) is to give students extra support and someone to lean on when they are unsure about answer
Although the game only has enough digital pieces for 6 students, you can always place the game board on a magnetic board and use magnets as game pieces.
(Note: If you put the game board on, you may need a second computer to show the questions to the students or just open them in another tab.)
By using magnets as game pieces the teacher allows as many groups of students as they want and at the same time gives all students access to all the questions to answer. In this situation, we strongly recommend giving each student the recording sheet so that each student or pair can answer each question.
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Then, play the game as you would in a regular game, with pairs answering their answers.
Scenario #3: I want to play the game as a whole group, but I want to use the questions more than once.
Each Digital Review Game includes 30 self-correction questions. If you are playing as a whole group, and you want to use the questions more than once, just set up the game board, but run the questions on a separate computer. When an individual student or pair of students lands on a spot, pull up the question on the other computer, read it out until all students have answered, and then let the students go on the computer and choose the answer secretly. They can tell if they got it right or wrong, but they don’t tell the other students their choice. This will keep the answer secret so that if another student ends up in that spot, they won’t know the answer to the question.
If you want the game to be longer, consider making your own game board. Using a game board from a game like Chutes and Ladders or Candyland, randomly place the spaces with the numbers 1-30. Then, let the students play the game as usual, but use the technique discussed in scenario #3 of hiding the answers to allow the students to reuse the questions.
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Scenario #5: I want the students to play this game in small groups, but I don’t want them to scramble or get too distracted.
Anytime a game moves too slowly or students feel held accountable, students run the risk of disengagement. So, with this change, we address both the game time and the accountability factor.
To deal with time, give students a specific time limit to play and even go as far as providing a countdown timer to keep them moving. We want them to work quickly but not necessarily in a hurry, so make sure the time allotted is fair and appropriate.
To help with accountability, use the recording sheet and ask each student to answer each question. This will help encourage them to pay attention. You can also create your own accountability sheet in the form of a Google Form that students can take to their computers and type. If you are using a Google Form, simply create 30 questions that say What is the answer for conversion #1?, and What is the answer for conversion #2?. Each student in the group will answer the questions at each turn in their game and then submit their answers when the game is over. You don’t have to check these answers, but it will let you know if the students were paying attention or not.
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These Digital Review Games are very flexible, and by using this list, we hope you’re starting to get a clearer idea of how you can adapt the Digital Review Games for different situations. will you meet in your classroom.
If you come up with any other situation you’d like us to discuss, be sure to drop a question about it in the source Q&A or leave a comment on this post. We may be able to add your location to this list!
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It’s amazing! Everything you need is there! I love how there are lots of sections, formats for questions and extra activities you can include!
My kids go CRAZY with these games! They absolutely love them. It’s fun, engaging, and really encourages them to pay attention to the unit if they know this fun game is next!
My students love using these games during our small group reading and math. They expect to go to the venue where they will be played. I saw a lot of growth with some of the concepts used in the games.
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What a great resource! It is very effective and engaging to use in small groups, independently or even in teams as a whole class — thank you! I’m back for more and hope to make this a regular part of our classroom/fun Fridays!
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Created in 1994, the ESRB serves as an independent body from the gaming industry, and it rates video games on all platforms, including handheld video games, game consoles video, and computer games. In 2020 alone, the Board rated over 30,000 video games. Our partner, Siege Media, analyzed a sample of these video games to find out how the Board divided the