PLAY, LEARN AND MAKE YOUR DIDACTIC GAMES.

Project Duration

4 weeks (16 sessions of 45 minutes each)

Main Objective

Students design and create educational games to reinforce vocabulary and grammar skills.

Key Skills

Critical thinking, collaboration, creativity, language practice, inclusion awareness.

Inclusive Approach

Activities adapted for diverse abilities (visual, auditory, motor needs).

Present

Teacher introduces the project: "How can we make fun games to learn English?"

45 min

Present; Engage; Reflect

Use visual aids, simple language, encourage questions for all learners.

Collect

Students share what they already know about making games and practicing vocabulary/grammar.

45 min

Collect; Activate prior knowledge

Use pictures, gestures, group discussions, and assistive tools as needed.

Formulate

In groups, students define the problem: "Design a didactic game to practice a specific vocabulary or grammar."

45 min

Define; Explore; Clarify

Provide sentence starters, visual organizers, and support for language barriers.

Organize

Students plan their game: roles, materials, rules, and inclusive design considerations.

45 min

Organize; Plan; Strategize

Assign roles respecting abilities; adapt materials for diverse needs.

Build

Students create their games with available materials, ensuring inclusion features.

2 sessions (90 min)

Build; Create; Collaborate

Use accessible materials, visuals, tactile elements, and assistive devices.

Verify and Analyze

Playtest games, observe, and provide feedback on effectiveness and inclusivity.

45 min

Evaluate; Reflect; Analyze

Use checklists, inclusive criteria, and encourage peer feedback.

Share

Present the games to classmates and teachers, discussing learning and inclusivity.

45 min

Share; Communicate; Reflect

Use visual presentations, simple language, and encourage all to participate.

Week 1

Introduction to project & sharing prior knowledge

Spark interest, assess prior understanding

Visual aids, simplified language, think-pair-share

Week 2

Problem formulation & planning of game ideas

Clarify task, encourage creativity

Visual organizers, peer support, assistive tech

Week 3

Building the games & preparing presentation materials

Foster hands-on skills, teamwork

Accessible tools, group roles for diverse abilities

Week 4

Playtesting, feedback, final adjustments & presentations

Reflect on learning, showcase inclusive games

Use multiple presentation formats, peer mentorship

Vocabulary Bingo with Visuals

Students create bingo cards with vocabulary pictures to practice words.

45 min

Tactile cards, enlarged images, and verbal cues.

Grammar Memory Game (Matching Sentences and Pictures)

Match sentence strips with corresponding images to reinforce grammar structures.

45 min

Use tactile cards, support for visual impairments.

Create a "Word Treasure Hunt" Game

Students design clues and find hidden words around the classroom.

90 min (2 sessions)

Clear instructions, auditory clues, physical support if needed.

Design a "Grammar Board" Game

Students make a board game practicing verb tenses or plurals.

90 min

Visual aids, tactile game pieces, adjustable rules.

Play and Reflect

Students play each other's games, give feedback, and reflect on inclusivity.

45 min

Peer support, inclusive feedback forms, language scaffolding.

Material Design

Provide varied materials (visual, tactile, auditory) for different needs.

Group Dynamics

Form diverse teams ensuring inclusive participation.

Assessment

Use multiple assessment methods (observations, checklists, self-assessment) focusing on inclusion.

Teacher Role

Facilitate support, adapt instructions, and encourage empathy and respect among students.

Creativity and Skill

Quality and originality of the games created.

Observation, rubric

Language Practice

Effectiveness in practicing vocabulary and grammar.

Pre- and post-assessment, peer feedback

Inclusivity

How well the game supports diverse learners.

Reflection, checklists

Teamwork and Engagement

Level of collaboration and participation.

Observation, self-assessment