This presentation, on creative games in the language classroom, will explore teacher beliefs about the nature of creativity, break down myths about creativity being difficult and only for the gifted few and will suggest strategies for getting students started on the process of creative speaking. There will be lots of strategies modelled for teachers to find their creative selves and to tap into the creative nature of all students. This will be a reflective plenary which will offer teachers food for thought for changing their classroom practice.

1. Games and SLA:Games and SLA:
The Creative 21The Creative 21stst
Century LearnerCentury Learner
Susan Hillyard B.Ed. (Hons)Susan Hillyard B.Ed. (Hons)
Amazing MindsAmazing Minds
Brazil 2011Brazil 2011

2. Our_Creative_Future_[clipnabber.com].mp4

3. Our Creative FutureOur Creative Future
Our_Creative_Future_[clipnabber.com].mp4

4. All Our Futures (1999)All Our Futures (1999)
Our aim must be to create a nationOur aim must be to create a nation
where the creative talents of all thewhere the creative talents of all the
people are used to build a truepeople are used to build a true
enterprise economy for the twentyfirstenterprise economy for the twentyfirst
Century where we compete onCentury where we compete on
brains, not brawn.brains, not brawn.
The Prime Minister, the Rt. HonThe Prime Minister, the Rt. Hon Tony Blair MPTony Blair MP

5. All Our Futures (1999)All Our Futures (1999)
If we are to prepare successfully for theIf we are to prepare successfully for the
twenty-first century we will have to do moretwenty-first century we will have to do more
than just improve literacy and numeracythan just improve literacy and numeracy
skills. We need a broad, flexible andskills. We need a broad, flexible and
motivating education that recognisesmotivating education that recognises
the different talents of all children and deliversthe different talents of all children and delivers
excellence for everyone.excellence for everyone.
http://www.cypni.org.uk/downloads/alloutfutures.pdfhttp://www.cypni.org.uk/downloads/alloutfutures.pdf

6. ...we cannot rely on a small elite, no...we cannot rely on a small elite, no
matter how highly educated or highlymatter how highly educated or highly
paid. Instead we need the creativity,paid. Instead we need the creativity,
enterprise and scholarship of all ourenterprise and scholarship of all our
people.people.
Rt. Hon David Blunkett MP,Rt. Hon David Blunkett MP, EmploymentEmployment

7. Recent Evidence (2009)Recent Evidence (2009)
Creativity and innovation have been a key focus ofCreativity and innovation have been a key focus of
attention across the globe in recent years. This isattention across the globe in recent years. This is
partly due to the need to further develop humanpartly due to the need to further develop human
capital.capital.
Human capital includes those competences such asHuman capital includes those competences such as
innovation and possessing knowledge whichinnovation and possessing knowledge which
contribute to economic performance and socialcontribute to economic performance and social
cohesion. Innovation and knowledge have beencohesion. Innovation and knowledge have been
recognised as the driving forces for sustainablerecognised as the driving forces for sustainable
growth in the framework of the Lisbon strategy forgrowth in the framework of the Lisbon strategy for
the future of Europe.the future of Europe.
Creativity is central to innovation.Creativity is central to innovation.
www.europublic.comwww.europublic.com

8. Finding your Creative SelfFinding your Creative Self
““Every animal leaves traces of what it was;Every animal leaves traces of what it was;
man alone leaves traces of what he created.”man alone leaves traces of what he created.”
BronowskiBronowski
““Imagination is more important thanImagination is more important than
knowledge. For knowledge is limited,knowledge. For knowledge is limited,
whereas imagination embraces the entirewhereas imagination embraces the entire
world”world”
EinsteinEinstein

9. Why PLAY?Why PLAY?
 Various theories e.g. CATHARTIC, ongoingVarious theories e.g. CATHARTIC, ongoing
traditional theory cited by many. Attempts bytraditional theory cited by many. Attempts by
the child to re-experience, resolve, master,the child to re-experience, resolve, master,
difficult, even traumatic, situationsdifficult, even traumatic, situations

10. Play and GamesPlay and Games
 Stanley Hall:Stanley Hall: Recapitulation TheoryRecapitulation Theory i.e. playi.e. play
reflects the course of evolution in each andreflects the course of evolution in each and
every child.every child.
 Spencer:Spencer:Expenditure of Surplus Energy TheoryExpenditure of Surplus Energy Theory i.e.i.e.
the employment of normal patterns ofthe employment of normal patterns of
behaviour, often repeated but with no goal.behaviour, often repeated but with no goal.
 Groose:Groose: Instinct TheoryInstinct Theory i.e. preparation for adulti.e. preparation for adult
performance.performance.
 Reynolds:Reynolds: Simulative Mode TheorySimulative Mode Theory i.e. thei.e. the
child simulates behaviours he observes fromchild simulates behaviours he observes from
other affective/behavioural systems, outside theother affective/behavioural systems, outside the
context.context.

11. Drama Games and Drama PlayDrama Games and Drama Play
GamesGames
 warm upswarm ups
 ice breakersice breakers
 concentrationconcentration
 drilldrill
 fluencyfluency
 soundscapessoundscapes
 mime and movementmime and movement
PlayPlay
 DialoguesDialogues
 Role playRole play
 ImprovisationImprovisation
 StorydramaStorydrama
 Process dramaProcess drama
 Mantle of the ExpertMantle of the Expert
 Forum TheatreForum Theatre
 PresentationsPresentations

12. Flipping the ClassroomFlipping the Classroomhttp://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.htmlhttp://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html
NOWNOW
 Teacher presents content inTeacher presents content in
the classroomthe classroom
 Students follow up withStudents follow up with
homework at homehomework at home
IN THE FUTUREIN THE FUTURE
 Teacher as PerformerTeacher as Performer
 Content is presented at homeContent is presented at home
by a virtual teacher who hasby a virtual teacher who has
prepared the lesson onprepared the lesson on
video/youtube/voicethread/video/youtube/voicethread/
WIZIQWIZIQ
 Students follow up withStudents follow up with
interactive tasks in theinteractive tasks in the
classroom with the realclassroom with the real
teacher.teacher.

13. Play is a special way of violatingPlay is a special way of violating
fixityfixity
BrunerBruner
The sick, the bewildered, theThe sick, the bewildered, the
frightened child does not playfrightened child does not play
GarveyGarvey

14. GamesGames
InformalInformal
 Traditional childhoodTraditional childhood
 BoardBoard
 PlaygroundPlayground
 PartyParty
 Paper and pencilPaper and pencil
 QuizzesQuizzes
 TVTV
FormalFormal
 DramaDrama
 LanguageLanguage
 MathsMaths
 ICTICT

16. What is a game?What is a game?
Four elements:Four elements:
1) Cooperation or Competition1) Cooperation or Competition
2) Chance or Skill2) Chance or Skill
3) Uncertainty3) Uncertainty
4) Reward: Intrinsic or Concrete4) Reward: Intrinsic or Concrete

17. Game =
Anactivitycarriedoutbycoo
peratingorcompetingde
cisionmakersseekingtoachi
eve,withinasetofrules,
theirobjectives.

18. Analysis
T’s instructions?
Level? Timing?
Age?
Lang.
objectives?
Grouping? Reward?
Materials?
Title?

19. Students
Admin Teachers
Philosophy of Education

20. activity rules
competition
luck
Game
cooperation
momentum
objectives
decisions
skills

21. Language Active
Affective
Why include
games in
lang. class?
Life skills Self esteem

22. Games
Language
Specific General
Spelling
Vocab.
Pronunciation
Lexical sets
Functions
Structures
C
O
M
M
U
N
I
C
A
T
I
O
NCorrectness
Closed
Risk Taking
Open

23. Teacher’s Role
• kid observer
• facilitator
• informant
• referee
A
f
f
e
c
t
i
v
e
A
c
t
i
v
e
L
e
a
r
n
i
n
g
Life Skills
Locus of Control
Transferable skills
Self Esteem Cooperation
NIE
MotivationProgress
Competence
Curriculum
Latent

24. A i m s
 Working together
 Completing something
 Reproducing something
 Ordering sequences
 Finding
 Solving
 Finishing First
 Getting points
 Surviving
elimination
 Avoiding penalties
Cooperative Competitive

25. I n t e r a c t i o n
• Everyone together
• Group
• Group with group
• Duo with rest
• Team with team
• Individual against rest
• Individuals as individuals
•Teams against teams
•Groups against groups
Cooperative Competitive

26. F u n c t i o n s
 Giving instructions
 Following instructions
 Exchanging info.
 Producing formal L.
 Questioning
 Quick conclusions
 Responding correctly
 Justifying
Cooperative Competitive