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.