INSIDE DOUGLAS COLLEGE / OCTOBER 30, 1990

 

both scenario and explanation are part of the course
content. For example, students could “work out” a
theory by designing experiments and asking the
instructor what the results would be. Other possible
applications might be to standardize analysis of salts
(by flame-testing and other reactions), biological classi-
fication by anatomical features, and the naming of
organic compounds.

In this kind of game, direct attempts to guess the
answer would have to be refused, perhaps by distin-
guishing between “experimental,” “hypothetical,” and
“metahypothetical” questions. Experimental questions
ask about the result of a certain experiment, manipula-
tion, or observation. Hypothetical questions are
attempts to guess the answer. Metahypothetical
questions are about not entirely relevant features of the
correct hypothesis (e.g., “Does it begin with the letter
A?”).

In the initial stages of the game, only experimental
questions would be allowed; hypothetical questions
would be considered only when a wealth of “experi-
mentation” has already been carried out. Metahy-
pothetical questions might be disallowed entirely,
except in one circumstance: If one is impressed by the
significance of analogy in scientific discovery, one
might accept such metahypothetical questions as, “Is
this case similar to the one we had in electricity last
week?”

I have not used games of this form myself, since I do
not teach in the requisite scientific context, but I have
heard of games like this being developed as enhance-
ments of one called Rulemaker. Rulemaker is a mathe-
matical game in which participants try to formulate a
rule which explains some sequence of numbers,
shapes, playing cards, or whatever. I have not heard of
its being employed in the cumulative question-and-
answer mode, but I see no reason why it shouldn't.

Ihave a list of 13 explanation games of the general
type which I'd be willing to share with anyone. I
would appreciate hearing from anyone using the scien-
tific versions or games like them.

John A. Black, Instructor, Arts & Humanities Department
For further information, contact the author at Douglas

College, P.O. Box 2503, New Westminster, British
Columbia V3L 5B2, CANADA.

The International Minute

At Calhoun Community College, we have a list of
goals to be accomplished by the year 2000. One of
these goals is to include an international element in
every course. In response, I implemented an activity
called “The International Minute” in my Developmen-
tal Reading class. Three international students, one
from India and two from Puerto Rico, were to teach my
other students about their countries.

I told the three international students that we were
delighted to have them in our class, that we would like
to learn from them, and that each day I would ask one
of them to give us a one-minute lesson on his/her
country.

At first the students appeared nervous and came to
class with books, pictures, and objects to “show and
tell.” I had to remind them to teach us just one fact or
idea per day and to limit the presentation to one
minute. At the beginning I had to help them with their
English, get them to write foreign words on the board,
or ask them to speak louder. They began by teaching
us their names and how to pronounce them. They
moved on to locating their countries on the map; telling
us the names of the capitals and important leaders;
describing holidays, foods, and creatures unique to
their countries; and describing beautiful vacation spots
we might enjoy visiting. They also explained their
educational systems. Toward the end of the quarter
they told us what they liked most about the U.S. and
what they thought Americans could learn from the
people of their country.

The American students enjoyed this activity, asking
questions, and commenting frequently. One com-
mented, “If we did this in all of our classes, just think
how much we could learn about the rest of the world
in just one quarter.” This activity also benefited the
international students by enabling them to make
friends and feel comfortable early on and by giving
them practice speaking English in a group situation.

I benefited from the activity, as well. Too often I
forget that my students have much to teach me. My
rapport with all students improved because they saw
me as someone who loves to learn.

Vicki Earnest, Instructor, English
For further information, contact the author at Calhoun

Community College, P.O. Box 2216, Decatur, AL 35609-
2216.

 

Suanne D. Roueche, Editor

September 28, 1990, Vol. XII, No. 21

© the University of Texas at Austin, 1990
Further duplication is permitted by MEMBER
institutions for their own personnel.

 

INNOVATION ABSTRACTS is a publication of the National Institute for Staff and Organizational Development (NISOD),

EDB 348, The University of Texas at Austin, Austin, Texas 78712, (512) 471-7545. Subscriptions are available to nonconsor-
tium members for $40 per year. Funding in part by the W. K. Kellogg Foundation and the Sid W. Richardson Foundation.
Issued weekly when classes are in session during fall and spring terms and once during the summer. ISSN 0199-106X.

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