facilitating games

NUR AFIQAH AB RAHMAN

FATIN NURAINI SABIDI

 

Facilitating Games in Experiential Learning

 

Using games in experiential learning promotes a new learning atmosphere where it is able to foster interactive, collaborative as well as fun learning. Above and beyond, facilitators have a big role in making sure that the games will benefit the participants and achieve the objectives of the games.

 

When we talk about facilitating games, the roles of the facilitators can be seen through three different sessions that are before, during and after the games. The first paragraph will be discussing on the facilitators' roles before conducting games.

 

In facilitating games, as facilitators, we need to be aware of who our participants are so that we can choose appropriate games and achievable objectives as well as the outcomes. In addition, we have to allocate sufficient time to conduct the games. Just before starting the games, it is essential for us to explain the rules and instructions of the games and always do demonstration to avoid confusion.

           

            The next paragraph explains the roles of facilitators when conducting games.

           

            First and foremost, facilitators are responsible in paying attention to group behaviours in terms of verbal and non-verbal cues from participants. We have to ensure everybody participates and encourage the participants to involve and enjoy the games. However, according to Wright, A. et. al (1983), we cannot force participants who are not interested to play as they may neither enjoy nor benefit from the games. He also suggests we should prepare games in advanced so that the participants who are not interested and losers would not feel bored and disturb the games.

           

            In addition, facilitators need to bear in mind that we should not interrupt the games by correcting their language used. On the other hand, we still need to control the situation, show a little authority, and intervene only on questions of procedure as well as to give information to clarify a situation without influencing the outcomes. Other than that, it would be better for us to change a part of the games before the participants are tired. Besides, it is also advisable for us to stop the games when it is still at its peak when participants are enjoying it and prefer to continue.

           

            The following paragraph states what facilitators should do in wrapping up the games.

           

            The most important element in ending games is debriefing. The role of facilitators in debriefing is to lead participants to insights by discussing, reflecting and questioning what was experienced. We have to ask participants on what they have learnt and experienced from the games. Besides, we have to help them to make connection between the games and the world during debriefing.

           

            To put things concisely, facilitators play vital roles in making the games successful. Therefore, the considerations above need to be taken seriously in order to ensure active participation in which offer great benefits for both parties. 

 

Reference

           

Facilitation 202: More Techniques and Strategies. Accessed on April 1, 2007 Online  http://www.bonner.org/resources/modules/modules_pdf/BonCurFacilitation202.pdf

            Ukens, L.L. (2000) Enegize Your Audience! 75 Quick Activities That Get Them Started…and Keep Them Going. San Francisco: Jossey-Bass/Pfeiffer.

            Wright,A., Betteridge, D., and Buckby, M. (1983), Games for Language Learning. Cambridge: Cambridge University Press.

 

 

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