Literature Review

                FACILITATING GAMES IN EXPERIENTIAL LEARNING CLASSROOMS
                 By: Hawa Syamsina Md Supie & Sharifah Nadia Syed Nasharudin

 

     In experiential learning, educators intentionally engaged with learners through a variety of methodologies to increase knowledge, develop skills and clarify values. Experiential learning is different from traditional education in a way that the teachers first submerge students in action and then asks them to reflect on their experience. Experiential learning is associated to the constructivist learning theory. In other way, it can be said that in experiential learning students create their own knowledge as well as become the knowledge gatherers. Other than that, experiential learning usually utilized various tools like games, simulation, role plays and stories in classrooms. In a language game, facilitating the game is one of the teacher¡¦s roles. Due to this, there are some considerations that should be taken into account in facilitating a language game in experiential learning classrooms.

 

     First and foremost, teacher plays the most important role in the language games. The teacher should always remain in power and control of the classroom. According to McCallum (1980), ¡§No matter how much the teacher actually participates in the game, he or she always remain in charge and keeps the situation under control.¡¨ The students need some guide and aids from the teacher. Staying in power does not mean the teacher has to dictate his students. Next, the teacher has to encourage students¡¦ participation. Lee (1979) have listed several ways for teachers to enhance students¡¦ participation; 1) provide silent preparation, 2) provide vocabulary to be used in the games, 3) let students lead the activity, 4) distribute attention over the whole class and 5) encourage mutual help within the class or group. Then, the teacher needs to take into consideration the physical safety of the students. While some games could be just implemented in a classroom, some games may need bigger space. Certain games could create a chaotic situation and the teacher needs to consider several safety reasons in implementing the game.

 

     Since facilitating is the most important role in a language game and the teacher holds the role as a teacher as well as a facilitator, according to Bonner Curriculum, there are seven roles that a teacher should play as a facilitator. First, as a facilitator, teacher should be the setters for the discussion. Teachers must stay focused and alert in the discussion as well as create a standard communication to encourage the students contribute to their group. The second role is for the teacher to make the class environment a priority. The teacher is responsible for gauging the physical environment and how the environment relates to the feeling of the class. Other than that, teachers are mindful of timing issue as well as responsible for articulating the purpose of the discussion and its significance to the group. The other role is that the teacher should make use of various techniques and tools to keep the class moving when tension arises. Moreover, teachers are also responsible for paying attention to the group behaviors and the last role is teacher should be relaxed and have a sense of humor that makes sure the class is enjoyable as well as educational.

 

     Apart from the role that the teacher plays in a language games classroom, there are several behaviors that a teacher should avoid during the game itself. Teacher should not; 1) downplaying the students¡¦ idea, 2) pushing personal agendas and opinions as the ¡§right¡¨ answer, 3) dominating the group, 4) telling inappropriate or offensive stories 5) Making up an answer- you never know who is in the room 6) allowing people to bully others in the group and 7) focus on only one group

 

     As a conclusion, language games in experiential learning classrooms could add to the interest and involvement of the students. It also contributes significantly to the transfer of learning. This type of learning could contribute to the depth of understanding. It also makes the students to accept responsibility for their own learning. So, the teacher needs to facilitate the students in such type of learning. The important roles of the teacher can be a factor in deciding the success or failure of learning through games and experiential learning.

 

REFERENCES:
McCallum, G. (1980). 101 Word Games. Oxford University Press: England
Lee, W. R. (1979). Language Teaching Games. Oxford University Press: England
The Experiential Learning Cycle accessed on  4th April 2007 online
http://www.centretraining.com/learning-cycle.html
Experiential education accessed on 4th April 2007 online http://en.wikipedia.org/wiki/Experiential_learning

 

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