10. “In today’s working environment, where
customers and employees are demanding
more, instilling the use of soft skills in your
team members is something you simply
can’t survive without.”
Nicolaides, Carole. “Focus on Soft Skills: A Leadership Wake-up Call”
http://www.businessknowhow.com/growth/softskills.htm.
Accessed February 25, 2009.
11
11. Why CEOs Fail
► Inability to
• Place right people in right jobs
• Fix people problems timely
Bock, Wally. “They May Be Soft Skills, But They’re Real Important.”
http://www.mondaymemo.net/020204/feature.htm.
Accessed February 25, 2009.
12
12. Good soft skills are in fact scarce in the
highly competitive corporate world.
Challa S.S.J. Ram Phani. “The top 60 soft skills that work.”
http://in.rediff.com/getahead/2007/jan/08soft.htm.
Accessed February 23, 2009.
13
13. “There are a high number of workplace
cultures that encourage bullying because
of high levels of competition.”
Sarah Tracy, Director of the Project for Wellness and
Work-Life, Arizona State University.
Bryner, Jeanna. “Study Reveals Widespread Office Bully Problem.”
http://www.livescience.com/health/070402_workplace_bully.html.
Accessed February 23, 2009.
14
14. “Bullying, by definition, is escalatory. This
is one of the reasons it’s so difficult to
prevent it, because it usually starts in
really small ways.”
Sarah Tracy, Director of the Project for Wellness and
Work-Life, Arizona State University.
Bryner, Jeanna. “Study Reveals Widespread Office Bully Problem.”
http://www.livescience.com/health/070402_workplace_bully.html.
Accessed February 23, 2009.
15
15. CEOs, Students
► Leaders
• CEOs lead their companies
• Students lead their lives
► Critical decision makers
16
17. ► 18 each of three formats
• True or False
• Multiple Choice
• Fill in the Blank
► Any number played
in any order
18
18. Scoring
► Points each
• True or False – 1
• Multiple Choice – 1
• Fill in the Blank – 2
or
► Not preprogrammed
19
19. Strengths – 1 of 2
► Three- or four-member teams
► Each member chooses task
• Question caller
• Answer giver
• Writer
• Researcher
21
20. Strengths – 2 of 2
► Tracking sheet ensures participation
• Members called for contribution
• Contribution confirms (not decides)
team’s action
► Balancing
via Triple Play questions,
bonus round
22
21. Triple Play Questions
► Two per format
► Initial team correct
• Triple points
► MC or FITB, initial team incorrect
• Question offered to all other teams
• If other team(s) correct, triple points
• If no other team correct, no score
23
22. Bonus Round
► Last round
► All teams answer all questions
► Writers confirm answers on paper,
reveal when asked
► All correct answers score
24
23. Lifelines
► “Who Wants to be a Millionaire?”
adaptation
► Three per team
• Individual, One Group, All Groups
► One per question
25
24. Lifeline Scoring Scenarios
LIFELINE TEAM POINTS
Correct Accepts Both
Correct Rejects Lifeline
Incorrect Accepts Neither
Incorrect Rejects Team, if correct
Incorrect Rejects Neither, if team is incorrect
26
25. Team Setup
► Random selection
• Lifelines typed on colored paper slips
• Slips chosen blindly
► Paper, dry erase markers provided
27
26. Timing
► Initial team – 30 seconds to answer,
use lifeline
► If lifeline used – 10 additional seconds
► Initial team accepts, rejects lifeline’s
answer
28
27. Strengths
► Clockwise,
counterclockwise labeling,
game playing
► Players’
engagement, enthusiasm
spreading within entire class
29
30. TRUE OR FILL IN
MULTIPLE CHOICE
FALSE THE BLANK
Correct Correct Correct
Incorrect Incorrect (throw out) Incorrect
Triple Play, Lifeline Lifeline
32
31. ► Reach variety of learning styles
► Offer students
• Experience with technology
• Opportunity to observe, practice soft skills
► Build,reinforce student comfort of
course material
33
32. ► Socially benefits students
• Feel better about themselves
• Reach out more to other students,
tutors, instructor
► Engages students in learning
► Provides
immediate
feedback to students
34
33. Student
Comment – 1 of 2
“Playing this game helps
us to remember a lot of
things from the chapter.
We should do it more
often.”
35
34. Student Comment – 2 of 2
“Playing the game as a testing review was a
great refresher. To obtain information I need
to see the content in two different ways. I
usually have to figure that out on my own.
The game was a great help, and I thought it
was fun.”
36
35. Closing Thoughts – 1 of 2
► Positive addition
Engage – even require – participation
Encourage student learning, fun while
satisfying other stakeholders
Prepare students for learning they will
encounter in their professional lives
42
36. Closing Thoughts – 2 of 2
► Help faculty
Focus on learning
Embrace effective, alternate pedagogies
► Accept as learning tools rather than
time fillers
► Create lifelong learners
43
37. “The collaborative problem solving, research,
critical analysis, and diplomatic skills are
fundamental in today’s society and will
become increasingly integral in the future.”
Bryant, Todd. “From Age of Empires to Zork: Using Games in the
Classroom.”
http://www.academiccommons.org/commons/essay/gamesinclassroom
Accessed October 28, 2008.
44
38. ▶ Bryant, Todd. “From Age of Empires to Zork: Using Games in the Classroom.”
http://www.academiccommons.org/commons/essay/gamesinclassroom.
Accessed October 28, 2008.
▶ Cruickshank, D. R. & Telfer, Ross (2001). Classroom Games and Simulations.
Theory into Practice, 19(1), 75-80.
▶ Kumar, Rita, & Lightner, Robin (2007). Games as an Interactive Classroom
Technique: Perceptions of Corporate Trainer, College Instructors and Students.
International Journal of Teaching and Learning in Higher Education, 19(1),
53-63.
45
39. ▶ Laun, Christina. “Virtual Learning: 25 Best Sims and Games for the Classroom.”
College@Home.
http://www.collegeathome.com/blog/2008/06/03/virtual-learning-25-best-
sims-and-games-for-the-classroom.
Accessed October 30, 2008.
▶ Robinson, Sherry (2007). “Games, Clickers, and Study Habits: Increasing
Students’ Motivation to Study and Participate.” Management Review: An
International Journal, 2(2), 98-111.
46
