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I teach, but do they learn? Let’s do the shopping in class!

[mk_page_section][vc_column][mk_fancy_title size=”18″ force_font_size=”true” size_smallscreen=”14″ size_tablet=”14″ size_phone=”12″ font_family=”none” responsive_align=”left”]A reference age is not indicated for this activity. Your job is to take the game as an example and adapt it to the target you work with and the discipline you teach.[/mk_fancy_title][mk_padding_divider size=”20″][vc_single_image image=”304″ img_size=”medium” alignment=”center”][mk_padding_divider size=”20″][mk_fancy_title size=”18″ force_font_size=”true” size_smallscreen=”14″ size_tablet=”14″ size_phone=”12″ font_family=”none” responsive_align=”left”]SITUATION GAME optimal to check the acquisition of some abilities and evaluate the skills learned.

Guiding questions to create the situation:
Which abilities do you want to evaluate?
Which competences do you want to evaluate?
Which situations can you use close to the daily life of your students?
Time to dedicate to the activity: 1 hour.

1. To prepare for the game each game will have to bring from home 5 packaged products, placing a label with the price of the product for each of them. (Children will have to discuss with their parents to determine the price).
2. The benches should be arranged in rows (three or four) creating a snake path, as if they were the corridors of a small guided trail supermarket. The chair will be the cash desk.
3. Use the money from Monopoly or make the children prepare it the same with simple sheets of cardboard.
4. Divide the class into two groups. One who does the action and one observing.
5. Write down the possible roles, specifying as well the characteristics on papers and put them in a vase. Examples of roles:

  • Two cashiers (friendly, smiling, available)
  • Three shelf managers (very busy keeping everything in order. Two willing to help the customer and a grumpy one)
  • A general coordinator (to handle complaints)
  • The clients (a woman in a hurry who buys two targeted things, a quiet man who thinks and reflects on each product and often asks the managers for advice, a woman who complains about the rudeness of the manager…)

6. Have each child of the first action group draw a ticket.
7. Give a budget with the money created to each client and to the cashier.

Let the children interact freely for about 15 minutes. And then invert the groups.
Ask the group observing to:

  • Look at how the people relate
  • Note if they use a concrete language
  • Control if they know how to manage the budget available and do the calculations correctly

You have to intervene only if a deadlock occurs.

Prepare a tabbed column. In the first column to the left indicate the objectives that you want to reach, in the column next to the right assign a score from 1 to 10, in the next one take as many notes as possible. They will be useful for later rework what you have observed and maybe even to evaluate the acquired skills. In the example above you could evaluate:

  • Knowing how to use calculation skills in a relevant way
  • Knowing how to manage the economic resources available
  • Know how to respect roles and rules

At the end of the activity dedicate 20 minutes for feedback, discussion. The feedback has to come from the pupils. Your task will be to bring an active listening attitude.[/mk_fancy_title][mk_padding_divider][/vc_column][/mk_page_section]

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