How to run my custom games

Windows:

1. Use the link to go to the Google Drive folder. If there is more than one version of the game, make sure that you are going to use the Windows version. (You can hover over the files to see their names. The Mac version will say "Mac" in it.)

2. Download the compressed file. Do NOT double click on the file to go inside it!

3. Open the folder where the file is stored. Click on Extract on the top.

4. Click on Extract All.

5. Click on Extract.

6. You should now see a folder and a file. Double click on the file.

7. Click on Run.

8. I recommend that you play these games in "Windowed" mode in order to make it easier to navigate between the game and the internet. Click on Play. And the game should start!

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Mac:

1. Open the System Preferences in Dock.

2. Open the Security and Privacy Tab.

3. Make a note of what your security setting is. Change the setting to allow apps to be downloaded from anywhere.

4. Download the Mac version of the game.

5. The game will now download and play, but the first time you open it the system will ask: "Are you sure?" Just click "yes".

6. For security reasons, AFTER you have run the game the first time, be sure to go back and change your security settings to what they were before.

Group Competition

At Northeastern State University's Community and Collaboration Day for the Fall of 2017, and at the OFLTA Fall Conference of 2017 I am giving a presentation titled:

Engaging Learners with Group Competition: Tools and Techniques

In this blog post I will walk through this presentation for the benefit of those who couldn't attend the presentation (or for those who couldn't get enough of it.)

(Most of the resources referenced in this presentation can be found in this shared Google Drive folder.)

Why group competition?
 - The main benefit of using group competition in our classes is that it engages students.
    - They pay more attention.
    - They try harder.
    - And, as a result, they learn more!

Student reactions
- I have been using long-term group competition in my classes for years.
- Many students react very positively to the use of long-term group competition. They think it is fun!
- A few students react (very) negatively to this approach. They either feel it is pointless, distracting from the actual learning, or they just don't like working in groups.
- Some students don't really seem to care one way or another.
- But, whether it's from enjoying the competition or from peer pressure to help the group, most students are more engaged in class as a result of group competition than they otherwise would be!

Creating groups

- I create the first set of groups on the first day of class. (This means that often there is some shifting needed in the groups within the first week or so due to students adding and dropping the course. But I feel it is worth it to get the students engaged and used to this approach as soon as possible.)
    - The first set of groups is usually created completely randomly. I usually assign each student a random number, sort the list of student names by this random number, and then just start plugging them into groups. I usually try to keep the groups at around 4 students per group. That way there aren't so many that students can just sit in the shadows and do nothing, but not so few that if a student or two is missing on a given day that those in attendance feel abandoned.
    - I usually create new groups either every half of the semester or every third of the semester, depending largely on the size of the class. (Smaller classes get switched up less frequently.)
    - For the second set, third set, etc. of groups, I usually arrange the students by current grade in the course, and then start building the groups. Trying to ensure that talent is equally spread among the groups, and that students are with as many new groupmates as possible.
    - I also have a strict policy of not playing favorites. (i.e. you can't pick your own groups.)

Rules about points
- Usually I allow groups to earn points in two primary ways:
    - Getting good grades
        - For example, the group that got the highest average quiz score might get 50 points, while the group that got the second highest average quiz score might get 40 points. This method also ensures that it is impossible for students to calculate each others' grades based on group scores.)
    - Participating well in class
        - I play a lot of games in my classes. Pretty much all games have ways for groups to earn points. (e.g. by winning.)
- Groups can usually only lose points in two ways:
    - Poor attendance: If you're not there, your group loses points.
    - Un-participation in class: If you're disrupting the class, I will dock your group some points.
- Interaction with grades: I have another strict policy that, while students' grades can affect group scores, group scores can never affect students' grades. This way students that got stuck with a lousy group don't feel like their course grade was affected by that placement.

Earning points during class

- Worth mentioning at this point is one method that I frequently employ with this approach of group competition: Google Forms.
    - At the beginning of each semester, I create a Google Form (called Quick Questions) with just two questions: Your group name, and your answer. This form is located in an easy to find place on the LMS. (Here is a sample form.)
    - During many games (and other activities), I will ask my students a question and direct them to answer the question using Quick Questions. They do so using their personal smartphones, tablets, or laptops.
    - After all groups have answered the question, I have instant results on the Google Spreadsheet that accompanies the Google Form. (Here is the sample spreadsheet that accompanies the sample form.) This allows us to compare answers quickly and easily as a class. Usually I either give points for all correct responses, or, in the case that everyone got a correct response, for the first one, two or three correct responses (depending on the number of groups.)

Tracking points during class

- I like things to move quickly in my classes, and I don't like getting bogged down by keeping track of group scores on a spreadsheet or (heaven forbid) by tallying them on the board. It's just too time consuming. So, I created a simple little program that allows me to track scores with just a mouse click. (This program is freely available for download here.)
- After you download the zipped folder, simply extract it and run the exe file.
- The first time you use it you will need to name your class and the groups. Then save it! The next time you use that computer, simply run the exe file, and your groups will be ready to go.

Tracking points over the semester
- Now, while the Score Keeper program I've developed works great in class, I like to have my scores saved on the cloud, rather than on an individual machine. So I use a Google Spreadsheet to keep track of all group scores. (Here is a sample Group Scores spreadsheet.)
- To set up the spreadsheet, plug in all the student and group names, and decide which categories to use for giving points.
- After anything is completed (e.g. a test, a class day, etc.) I input the points into the spreadsheet.
- The first tab on the spreadsheet is just a summary chart, which is what I show to students.
- The second tab is where all the group points are broken down and input.
- I like to show the chart to the students on a regular basis, to help keep them engaged in the competition.

Final rewards

- Tangible: I always provide some tangible reward to the winning group when the half or third of a semester ends. Usually this takes the form of chocolate chip cookies. You'd be amazed how intense college students can get when it comes to winning a couple of cookies!
- Intangible: Even when there are students who don't like (or are allergic to) cookies, they still get the intangible reward of winning the competition. And you better believe that they enjoy it! There is often cheering in my class on the day that the winning group is announced.
- Indirect: Even the groups that didn't win get the reward having been engaged more with the material and the class throughout the competition, and thus having (hopefully) learned the material better. This is, in my opinion, the biggest reward, and the one that the students often overlook.

As always, if you have any questions or comments, please feel free to share them below, and/or to email them to me.

Happy Learning!

(You can access the PowerPoint used for this presentation here.)

Strategies for Oral Exams

In my experience the single assignment that causes students in introductory and intermediate level Spanish classes the most worry is the Oral Exam. Often this is the only time these students are graded on their ability to produce Spanish vocally, so it is understandable that they should be somewhat nervous. Here is a list of ideas that will hopefully help students be as prepared as possible, and thus as relaxed as possible, for their oral exams. These ideas are divided into two categories: Preparation for the Oral Exam, and Execution of (during) the Oral Exam. Note that these ideas are mostly specific to the Oral Exam itself. It should go without saying that you need to learn the grammar and vocabulary too if you want to do well!

Preparation: Just like all good evaluations, Oral Exams cannot be satisfactorily done without adequate preparation!

1 - Listen! Research has shown that the best way to improve your ability to speak in a foreign language is to listen to that foreign language. That's probably why your instructor keeps talking to you in Spanish all the time. Not just because they're a jerk, but because they're trying to help you learn more Spanish! Your brain requires a minimum amount of exposure to Spanish that you are paying attention to in order to learn how to process it (and consequently produce it) correctly. So, when your professor talks, listen! Also, it's a good idea to practice outside of the classroom as well. Most textbooks have online listening activities which will bore you to tears, and after you finish with those, watch your favorite movies in the target language! I don't recommend that you watch foreign movies that you're not familiar with. If you watch your favorite movies (e.g. Star Wars) in Spanish, your brain only has to process the Spanish, not the Spanish and the plot.

2 - Practice asking and answering questions! If you've done an Oral Exam before, you already know that the majority of the Oral Exam consists of you and the person(s) you're speaking with asking each other questions. You need to know the question words and how to respond to them! I would suggest that you get together with someone else in the class, and practice asking each other personal questions using the vocabulary form the current and/or previous chapters. (e.g. How many horses do you have?, Do you like pizza?, Where do you live?, What is your credit card number?, etc.)

3 - Practice filler words. This point isn't as important, but it can definitely help. Nothing makes you sound more like a foreigner than using the wrong filler words and sounds (e.g. "um", "so", "like", "well", "eh", etc.) Ask your instructor what the filler words and sounds are for your language and practice using them in class. You'll feel more like a speaker of your target language, and you'll sound more like one too!

4 - Prepare an adaptable/generic intro and a closing. This particular step is especially useful for Oral Exams that are assigned scenarios (e.g. "You meet a stranger in the emergency room, ask each other about your injuries.") You can probably come up with generic openings and closings that can be used in almost any scenario (e.g. "hello, my name is _____. What's your name? It's nice to meet you ____. How are you today? etc.) If you have a good solid opening and closing prepared, you'll be able to start off and finish off strong, which is very important! Those are the places where a lot of the grading can happen! But be ready to adapt them as needed! (i.e. If the scenario involves you talking to a friend, don't ask them what their name is.)

5 - Prepare your body! This final step is often overlooked. You will give your best performance if you are well rested, well hydrated (but not so much that you'll need to go to the restroom), and well nourished (but not stuffed to the point of getting sleepy.) Your brain just works better when it's fueled, lubricated, and rested! It also works better if it's warmed up! The average beginner brain can take from 5 - 10 minutes to switch over to foreign language mode. (Kind of like getting your night vision after walking into the dark from a bright room.) Arrive early to the oral exam with a friend, and start practicing! That way your brain is ready to go when it's time to start the exam.

Execution: All your preparation has brought you to this point, now talk!

1 - Talk! This is an Oral Exam! If you don't talk, there's nothing to grade. If there's nothing to grade, you get a bad grade! If you're in a group, and they're yammering on, interrupt them! You don't want to be rude, but you don't want to fail either. Interrupt like you would in a normal conversation. (e.g. "Say, I like dogs too! Mine is black and his name is Death from Below. etc.) Also, the amount you say can help (as long as it's on track). Part of your grade is often the variety of vocabulary and grammar you use, not just its accuracy, so make sure you talk!

2 - Help partners. In Oral Exams where you are having a conversation with another student, that student can sometimes run into trouble. Maybe they didn't understand your question, maybe they just can't think of anything relevant to say, maybe they're dead. In most cases, one of the best strategies is to give them a little help. After asking a question, if they don't understand you, provide some sample responses (e.g. What's your favorite food? ... My favorite food is spam, what's yours?) If they are giving you answers that are too brief and don't give you enough to work with, ask them follow up questions (e.g. Do you like cats? No. Why not?) But be ready to help them out if they didn't understand your question! Helping a partner out not only helps them get a better grade, it shows that you are able to keep a conversation going, and it gives you more to say, both of which can help your grade!

3 - Remain calm. It will all be over soon. It's not really that big of a deal. Your instructor isn't expecting you to remember or apply everything. So calm down! Signs that you might be overreacting include: talking too fast, giggling, crying, your mind going blank, etc. If you notice any signs that you might be too worried, take a deep breath. And then try to hold as normal a conversation as you can... in the target language, of course. Freaking out will really only have one result, you'll talk less (coherently), and your grade will suffer. So relax. It will all be over soon. And I promise that it will go by much faster than you fear.

4 - Stay on task. It can be a big temptation to try and show off things you have memorized or that you know really well. But if they don't fit with the situation, don't do it! All it will show is that you can't handle the assigned situation, and that's bad. If you're supposed to be talking to a friend about what happened over the holiday, don't start talking about what you're going to do after graduation. The scenarios you are given have been chosen for a reason (usually because they require you to use certain grammar points and vocabulary items), so stick with what you're told to do!

Well, that's all I have for you. In my experience, students who follow these guidelines, and who have been learning the grammar and vocabulary, tend to get the best grades on Oral Exams, so go to it!

Spanish Trivia Game with 200+ Questions!

One of the more popular activities hosted by NSU's Spanish Club is our Spanish Trivia Night!

Family and friends come for an hour of trivia related to the Spanish language, countries, culture, and history.

Some of the questions are pretty easy, but many can be tricky. (The mix makes it more fun!)

For our Trivia Nights I built a downloadable trivia game called: Risky Trivia. You can download the game online for free, or even just play it directly in your web browser for free. You can also see all the questions and answers, or just the answer key, online for free.

Here's how we do our Trivia Nights:

- Prepare: print off a copy of the answer sheet. Show up early and download the game and run it in "In a group" mode.

- Play:
     - Divide the participants into up to six groups.
     - Assign each group one of the game's colors.
     - Start the game (the groups take turns):
          - On a group's turn they get a question.

          - They can try to answer the question as shown, or they can ask for choices.

          - Usually the way we play is: if they can answer the question without asking for choices, then they get to steal another group's country. But if they have to get choices, then they can only take over an unoccupied country.

          - If they get a question right, then click on their color and then on the country of their choice, to make that country that color.

          - If they get it wrong, then you just move on to the next question.

     - The game ends when you run out of time, or (unlikely) when you run out of questions. (There are 200+ questions!)

- Finish: The boxes on the left show how many countries each team controls. Whichever team controls the most countries wins the game.

Because there are so many questions, and because the questions are presented in a random order each time, this game has a lot of replay value! We usually have a Trivia Night once a semester. And I usually add new questions each semester! (Feel free to suggest new questions!)

Finally, if you are offering credit for attending your Trivia Night, but don't want to exclude students who can't make it, then you can always allow them to play the game at home in "Alone" mode. I usually tell them that they have to get at least 50 questions right, and that they can't miss more than 20. (That way they have to pay attention.) After they finish playing, have them take a screenshot and email it to you and voilà!

I hope that you enjoy this fun Trivia Game! I'd love to hear how well it works, see pictures, and receive comments/suggestions! Happy Language Learning!

Dr. Agon's Pasapalabra

At the request of a local Spanish teacher, I created this customizable version of the popular game show "Pasapalabra" (which in turn was based on the British game show "The Alphabet Game").

To play this game, the first thing you'll want to do is download and install the game.

You can find instructions for how to download and install one of my custom unity games here.

Once everything is on your computer, simply run the app.

On the first screen you'll be allowed to choose whether to set up a new game (provide it's name here!) or open a saved game.



When setting up a new game, the first thing you do is enter the answers. Be sure that each answer contains the letter associated with it! (If you don't want to use all the letters, no problem! Any letters you leave alone will be omitted from the game.)



Next, you'll enter in the prompts. These should give the clues necessary to guess the target word.



Now your game is ready to play! If you aren't going to play now, just close the app and open it when you are ready. Here is what the main game interface looks like:



 A player clicks on a letter, and is provided with a prompt, they then need to type what they think the answer is in the box in the middle and click submit. (They can use the buttons on the left to help with special characters.)



When a player gets an answer right, the button for that letter turns green, and the countdown number in the top right drops by one. Once all the boxes are green and the countdown reaches 0 the game is over!



Note that the game is only saved directly to your computer. So you won't be able to play it on another one.

I'd love to hear suggestions on how to improve this game, and also hear any comments on how well this game has worked in your class! Have fun teaching!

See sample content ideas here.

Please post any suggestions for more shared content ideas in the comments section below.

Here you can see the slideshow about Pasapalabras presented at UAFS in the fall of 2018.

This link is for the UAFS 2018 presentation activity.