I have... Who has...

          Educational games can be, and should be, used in just about every classroom.  Games help students of all ages become more engaged, excited about learning, and willing to take on new challenges.  I have… Who has… is no exception.  One of the things I like about this game is the flexibility I have as the game creator.  Using the same basic platform, I can create a game that will help my students practice almost any subject.   Once my students have learned how to play one deck of I have… Who has… they already know how to play any other deck regardless of the content being covered since the rules don’t change from one deck to the next.  

       

         When I make a deck of I have… Who has… cards I make a deck of 30 because my classes are usually large.  With 30 cards I will have a few extra cards so some students can have two.  I also make sure there are one or two cards that are easier than the rest.  This way I can make sure my students who are really struggling with the content get the easier cards the first few times we play so they can be successful in front of their peers.  

As you can see in the pictures above, the front of each card has two parts.  I have… and Who has…  When it is your turn simply read the whole card.  You know it is your turn because someone has asked a Who has… section that is answered by your I have… section.  The cards are written in a way that the cards create a continuous loop. 

How to Play

·      Distribute at least one card to each student.  Handout any extra cards to stronger students, or to students who want another card that you think can handle it.  I always have students who want extra cards.  If you have students who are really struggling with the content make sure they get the easier cards the first few times. 

·        Pick any number in the deck and have the student with that card start.  The back of each card has a number in the lower right hand corner (see pictures above).  It does not matter what card you start with because the game loops continuously and ends when you want it to end.  I prefer to stop when it goes all the way around once, redistribute the cards, and play again it time permits.

·         Students need to be silent and focused throughout the game. 

Example: Sally reads, “I have… 6 Who has… 9-0”.  Jose’s cards reads “I have…9  Who has… 1-1”.  His card answers the question correctly so it is his turn.  Jose reads his whole card and the game continues. 

Being silent and focused can be a struggle for many students.   When playing I have… Who has… students are practicing more than just the content covered in each deck.  To be successful in the game, students will have to improve their listening and comprehension skills.  Students will also learn self-control and patience as they wait for students to figure out the answers and realize it is their turn.  These are just a few of the extra benefits students receive from playing I have… Who has… These “extra” benefits are part of the reason why I prefer playing games like this in my class instead of using worksheets all of the time.

Learning should be fun: Why games need to be a part of your classroom -Part 1

               We all know common core places a large emphasis on student practice, and educational games can be a great way to achieve just that.  Whether your students are working as a class, in small groups, or on their own, games are a great way to help them practice and learn anything you are covering in class.  Incorporating games in your class/lesson is important not only because they help students learn information, games also get students excited about learning, keep them engaged longer, and help lower the affective filter.

                Educators understand that students must have their most basic needs met before they are able to learn.  Creating a safe and comfortable environment for all students is the first job of any successful teacher.  According to Krashen (1982) a low affective filter, which includes high motivation, high self-confidence, and low anxiety, is highly beneficial to language acquisition.  While Krashen focused primarily on language acquisition, I truly believe the same principles hold true for all learning.  Tomlinson et al, (2003) would agree with me.  They found when multiple materials and strategies coincide with an individual’s learning styles and interests, the affective filter will be lowered and thus students will be more willing to participate. 

                Sometimes it can be a struggle trying to differentiate our lessons to address the different learning styles and interests of our students.  Well-designed educational games can help us do just that partially because most students enjoy playing games, even if they are learning something at the same time.  When students play games they more comfortable, more confident, and more likely to discuss with their peers because of the relaxed and less stressful environment created by the game (Lin, 2008).  Due to the lowering of the affective filter provided by a game environment, students are also more willing to make mistakes, and learn from their peers (Smith, 2006).

                In my class, whether I am teaching a whole group of students, or a small group, I always try to incorporate some kind of game.  It never fails, when I pull out a deck of I have… Who has…, a board game I created, a Jeopardy style game, or some other kind of game, the faces of my students always light up.  I find they are more attentive, more involved, more motivated, and learn better when they are having fun playing a game.  

References

Krashen, S. (1982). Principles and practice in second language acquisition. New York: Prentice Hall       International

Lin, G.H.C. (2008) Pedagogies proving Krashen’s theory of affective filter. Hwa Kang Journal of English Lsnguage & Literature, (14), 113-131.

Smith, H. (2006). Playing to learn: A qualitative analysis of bilingual pupil-pupil talk during board game play. Language & Education: An International Journal, 20(5), 415-437.

Tomlinson, C.A.., Brighton, C., Hertberg, H., Callahan, C.M., Moon, T.R., Brimijiom, K.,… Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal for the Education of the gifted, 27 (Win 2003), 119-145.

               Please let me know what you think of this post.  If you have a story about playing games with your student(s) please let me know and I would be happy to post it on my blog (pictures are always a plus, but not a must).