• Class size. Most games in this book are designed to accommodate four to twelve players. Modifications should be made to accommodate groups larger than twelve or to simplify rules and question material to play with one or two players.
1–2 players. The teacher directly participates in the administration and scoring of the game. Revise the competition process by substituting standard scores or times in place of other teams’ performance.
3–14 players. Little or no modification is needed for this small group.
15–25 players. Modify for medium groups by allowing more time for game play, preparing additional materials, and revisiting your logistics to make sure your classroom can accommodate the requirements of the game.
26–46 players. Major modifications are required for large groups to ensure that players understand and follow the rules and that the dynamics of game play do not overwhelm the playing area.
Many teachers have found that using one or two assistants especially in the first run of the game—helps with crowd control and speeds up setup and closure.
• Time of play. Expand or contract the total time allowed for the entire game depending on the number of rounds or questions or the amount of material you wish to cover in the time allowed. The rule of thumb is to expand the playing time for groups over fifteen; expand topic coverage for groups under five.
• Focus of the task. Adjust the levels of competition and cooperation or encourage extra teamwork or creativity, and the like.
Grades K–2. The focus should be on the manner of play, such as following the rules and demonstrating appropriate behavior, as well as on providing the correct responses. The concepts of winning and losing are introduced at this level.
Grades 3–6. Students should understand how to play games. The focus is on demonstrating an understanding of the topic as well as on demonstrating appropriate game and social behavior including sportsmanship—how to be a good winner as well as a good loser.
Grades 7–8. In addition to answering questions on the topic, students can be challenged with problem-solving and critical thinking tasks. The teacher may ask for greater student involvement in conducting and observing the game and even in writing questions for the game.
• Scoring procedure. Revise rewards and penalties as necessary.
These elements are a starting point for modifying games to suit your particular educational purpose. Each of the game descriptions in this blog provides further, specific recommendations for adjustments to the four elements of class size, time of play, focus of the task, and scoring procedure.
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