Teacher Stories: Game Sets

Students Engage with ThinkFun Games in Classroom Learning Centers

Eli Jannes, 4th & 5th Grade Teacher
Montessori Charter School, Key West, Florida, USA

Key West Montessori The most consistent pressure I feel as an educator is a restriction of my time. There are so many demands on our students that it is virtually impossible to grant them the time they need to pursue their interests. This is never more apparent than when we are engaged in Game Club. The children anxiously await their scheduled class time, devour the games at each station, and always leave wanting more. There is an unspoken disappointment that we all share whenever their session ends. It always feels as though they were just hitting their stride and delving deeply into their thinking when ding, time is up. It feels as though I've given them one bite of an ice cream sundae then pulled the spoon away.

This past year has been an interesting journey for me. After 17 years in traditional public school education in New York and Virginia, I began working in a public Montessori charter school in Florida. My ThinkFun games have followed me down the coast. I am a rookie when it comes to Montessori philosophy but as I work and learn, I realize that there are many basic scientific philosophies that are a part of this method that make a lot of sense to me. The most extraordinary of them all, though seemingly obvious, is the directive that the interests of the child should guide their learning. Holding true to this premise has meant finding ways to incorporate ThinkFun games beyond Game Club so that the clock is not dictating children's engagement. Instead, I observe students interacting in Game Club and try to find particular games or strategies that we can use in the classroom, throughout the week. My decision is based on their interest as well as what we are learning in the classroom. At the end of the Game Club session, I bring 2 sets of a particular game back to the classroom.

Key West Montessori The students in my classroom work independently and in collaborative groups throughout most of the day. There are times when they are called together for teacher guided lessons but much of their work periods are spent completing activities that they have added (or have been given) on a weekly work chart. Recently, we've added ThinkFun as one of their options. Like a learning center, children engage with the Think Fun games throughout the day. Only two games are available so that this time is used seriously, and not for a leisurely gathering. The limited availability also ensures that those who are selecting the material are truly motivated to work with it.

Providing access to a particular ThinkFun game within the classroom allows the children to persevere with challenges they didn't have enough time to solve earlier and facilitates prolonged engagement in problem solving strategies. There is no limit on the time they spend with the game. They are allowed to use the materials for as long as they maintain a focus and even return to them later if they have an Aha! moment and need to test something out. It is during this extended engagement that my students have demonstrated the most growth in their problem solving abilities.

Additionally, using a particular game within the classroom allows us to share a common vocabulary and experience as we discuss relevant mathematical concepts. For example, as we move through our unit on geometry, we are able to use Shape by Shape to discuss the design and movement of various polygons. Students are able to make connections between the various puzzles and particular math problems they have solved. They understand the relationship between their classroom learning and Game Club, becoming advocates for using games that challenge their thinking as a vehicle for their learning.

Students at Newton-Lee Elementary Love Game Club!

Shannon Sutter, Gifted Specialist
Newton-Lee Elementary, Loudoun County, Virginia, USA

Newton-Lee Games? Who doesn't love to play games! The ThinkFun relationship all started when I had the opportunity to host a Game Night at my school, I could never have imagined the wonderful opportunities that were awaiting us! Game Night was a great success. Samantha (the Educational Resource Specialist) then informed me that ThinkFun would be offering a new program called Game Club. I immediately purchased two kits! As a gifted specialist, I provide a variety of challenges to students at our school. I have always been a huge proponent of using games to enhance problem-solving skills as well as social skills; with ThinkFun's help I have everything I need in one suitcase. It is a fantastic addition to my program!

I use the Game Club Kits for my small group and whole group instruction. In the 1st and 2nd grade small groups our focus is on understanding and applying strategies that will be successful. The goal is that the students become "Strategy Experts" who will then take on a leadership role when the kit is brought to their class.

In 3rd grade we have whole group "Strategy Days". Here, the problem solving components are discussed, the games are played and their thoughts are shared. The students responses are not just the typical, "That game was so fun!" but are more insightful such as, "The first few challenges were quite simple, but as we progressed we really had to rethink our moves." or "We thought we were on the right track until we got to the last three pieces and knew we couldn't complete the task so we had to start over."

I even told one classroom teacher that she could have a break while I work with her students and she said, "No way, I want to play too!" The opportunities with the kits are endless. I am now in the process of obtaining more kits so that I can continue to host Game Nights. My department is even considering purchasing a few "travel" kits that can be shared throughout the county.

Thank you ThinkFun for making thinking fun!

Game Club Engages Every Type of Learner!

Sarah Baumgarten, Teacher
Birchview Dunes Elementary School, Wasaga Beach, Ontario, Canada

My name is Sarah Baumgarten. I work at Birchview Dunes Elementary School in Wasaga Beach. I was introduced to the ThinkFun Games in September 2007 by Tanya Thompson, the ThinkFun Director of Education Programs. I was "hooked" on the games the first time I played them. I found them challenging and fun. I was a little skeptical as to how my "very active" grade two class would be able to focus on the games for long periods of time. I was envisioning pieces being thrown or lost with a few fights mixed in between. Tanya came into my class at the end of September and did a demonstration session for me. They learned four of the six games. I was absolutely amazed at how much they loved the games and how engaged they were. Nothing was thrown or lost and we only a few well placed arguments with the Zingo game.

I have one little angel who usually needs more attention than others. He was able to play all the games without any prompting and was engaged for a full 40 minutes. The games allowed me the time to play and become involved with other children who may not always need me.

We have continued to use the four games once a month. However they wish they could play them everyday. I will add in the other two games after Christmas. My students are now being "lent" out to teach other teachers how to play the games and hopefully they will get as much out of them as we have!

Game Club Building Pride and Self-Confidence in Virginia!

Stephanie Lewis, Gifted Specialist
Clermont Elementary School, Virginia, USA

We are in our second year of using ThinkFun games in our Strategies Lab at Clermont. All students in grades K-6 come to the lab at least once every six weeks for a lesson with me, the GT Resource Teacher. It's been a wonderfully positive experience for our school. Children and teachers love the games and always leave wishing for more time and asking when they get to come again.

When we first started the lab, our primary goal was to provide students with a fun, highly motivating way to talk about thinking. Playing strategy games like Rush Hour and Square by Square would not only challenge students' minds in new ways, but would teach them life skills such as perseverance, collaboration, metacognition, and strategic planning. It's been amazing to watch students of all different ages and skill levels participate with equal enthusiasm and be willing to take intellectual risks when sharing their strategies. But what's been most rewarding for me is the sense of pride that I see in each student when they master a particular challenge. They take each task seriously and keep trying until they get it. With every success they experience playing the games, they are learning the importance of effort and developing a "can do" attitude. That is so important to every student, but especially to those students who may lack confidence in school. Every student gets to shine in Strategies Lab.

In September, as I was walking a class out to the lab, one of the students came up to me and asked if we'd be playing a particular game (I can't remember which one.) He was excited when I said yes, and said, "I really like that game. You said last year that I was a master at that game. I can't wait to play it again." I remembered the comment I had made, but had no idea how much it had meant. I felt so good. I now see lab time as an opportunity to make each child experience the thrill of accomplishment.

We are continuing to develop our Strategies Lab program, using ThinkFun Game Club as our guide. It's been very helpful to have a common language across grade levels for talking about thinking. And it's been extremely rewarding to see students persevering, thinking critically, creatively tackling challenges, discussing their strategies, and making real-life connections — all while building their confidence and sense of pride in their accomplishments.

Game Club Teaches Across The Grades at Armbrae Academy!

Karen Fougere, Head of Mathematics
Armbrae Academy, Halifax, Nova Scotia, Canada

Armbrae Academy "They psychotically love it", said Armbrae's Grade Two Teacher, Megan Acheson. The students are so excited by Rush Hour that they ask to play it whenever there is free time; it has replaced Lego!

Tara Burt (Armbrae Academy's Grade Six teacher) set up five Think Fun stations for the students to explore. They immediately became engaged in the problem-solving activities and enjoyed increasing the level of challenge. One student always asked for Cover-Your-Tracks, because he wanted to reach level 20.

Tara then invited the Grade Four's, partnering each younger person with a Grade Sixer, who then became the teacher explaining the rules and discussing strategies. "It was wonderful to see how well the students investigated possible solutions together," said Tara.

The students really love the games; they find them challenging and fun. These games provide success for those students who find written problems more difficult. They are able to visualize and solve it which in turn creates a confidence building experience. Although some of the students get frustrated, others learn to persevere.

Overall the experience for the children (and teachers) has been positively fun!

Game Club After School Program a Big Success in Maryland!

Rebeccah Hughes, Math Resource Teacher
Denton Elementary, Denton, Maryland, USA

Denton Elementary After just one attempt at solving a Rush Hour Puzzle, I was hooked! I was fortunate enough to come across the ThinkFun products at this year's NCTM conference in Richmond, Virginia, and from the moment I began playing could hardly wait to try it with my kids! I felt like a kid on Christmas morning when the games arrived at our school!

My first experience with the games in a group setting was at my daughter's 3rd birthday party. Adults and kids alike were talking about how they were solving the game puzzles and the kids were even helping the adults see alternate ways to solve problems! Even my 3 year old enjoyed the games (in her own way that is!) I knew after such a positive experience with friends and family I just had to get the games out in the schools.

Denton Elementary School is located in Denton on the Eastern Shore of Maryland. Our school serves Pre-Kindergarten through 5th grade and has enrolled nearly 550 students. As a Math Resource Teacher at the school, I was pleased to bring the ThinkFun Games to our students and was immediately impressed with the opportunities for problem-solving, spatial reasoning, and communication that just playing the games brought about. I can't tell you how many "I can't do its" I've heard when it comes to problem-solving, but when it comes to the ThinkFun Games I can definitely tell you they turn to "I did it!'s"

During the first week of December I brought together our school's first after-school Math Game Club. This six-week session allows 24 students in grades 3rd through 5th to explore and experience the six games of Cover Your Tracks, Rush Hour, Brick by Brick, Square by Square, Hot Spot and Tip Over. The club (to be named by student selection at the end of session 1) meets weekly for an hour and a half and after brief discussion of the problem solving strategies and social skills we will work on each week, the students rotate through the game stations. In these first few weeks of the club we have focused on "Persevere" and "Collaborate." The students' reactions the first time I told them that our problem-solving strategy was to persevere was priceless. We never did that one in class! was the comment that to this day sticks in my head. We traditionally teach the kids to draw a picture, make a model, build a table, etc., but with the ThinkFun games the students have learned strategies that they can apply to nearly all situations in life.

Our first session will end at the end of January. It is my goal that students from this session will become "Game Club Ambassadors" to lead and teach the next session. ! The games' effectiveness and enthusiasm is contagious! Our second session invitation list is already full!

As we begin every club session, I leave you with one thought... Let the games begin!

Game Club Teaches Cooperation and Camaraderie in Canada!

Phyllis-Ann Downey, Teacher
Nelson Whynder Elementary School, Halifax, Nova Scotia, Canada

The Game Club began at Nelson Whynder in the Learning Centre using the Classroom Resource Set of games. The Learning Centre is fortunate to have only a few students at a time thus learning takes place in a small, calm environment.

The students are provided the opportunity to play and experience the Think Fun Games every Monday and Friday afternoons. As none of the children had any previous experience with these types of games we had to first learn the rules of each game. After we were familiar with individual game rules we played the games!

The children were very cautious players at first, they didn't want to make a wrong move and often if the solution was not easily identified the children were quick to give up. The students now have more experience with the games and their approach is dramatically different from when they started. These days they look forward to playing more challenging cards within the games and they keep going until they have figured out the solution.

One of the most gratifying results of using the games in the Learning Centre is the increased positive interaction between the students. Each time we play they are more willing to step outside of their comfort zone to ask for and receive help from their peers. The students are also learning how to help another student without solving their puzzle for them.

The proudest moment was the day I witnessed a student willingly give up a favourite game to another student. John* was given Rush Hour to play when Bob* decided he would like the game, even though he had not played it before. In order to avoid an argument John gave up his turn with Rush Hour and proceeded to give very detailed and clear instructions on how to play. What a fantastic example of great sportsmanship and sharing.

It is my hope for the New Year that the students continue to build their game language skills and improve their confidence in their game solving abilities.

Classroom Programs Engage Students And Teachers Alike In Ontario!

Troy Comish, K-12 Numeracy Curriculum Consultant
Simcoe County District School Board, Ontario, Canada

I am currently a K-12 Numeracy Curriculum Consultant with the Simcoe County District School Board in Ontario Canada. I was introduced to the Think Fun products and specifically the Game Club resource by Tanya a few years ago. Ever since then I have been simply hooked!

I immediately saw the huge impact that this resource could have within our Board of Education by promoting both problem solving strategies and social skills with our students. I am very proud to say that we have Game Club kits in over 80% of our elementary schools. I have received nothing but extremely positive feedback from administrators, teachers and most importantly, students regarding the use of Game Club.

To support schools that did not purchase Game Club kits, I have developed a Game Club Kit lending program that has become a nightmare for me, as it is simply impossible to get the kits returned on time to lend to the next school. I have spent many evenings dodging teachers and sneaking through darkened halls and classroom trying to retrieve my Game Club kits to pass onto the next school. Once teachers and students have the opportunity to interact with the Game Club, they simply refuse to give it up!

Although our initial focus was on elementary schools, many of our secondary schools are currently integrating the Game Club Kits in several of their math courses as well. Secondary teachers and students have also provided noting but positive feedback regarding the inclusion of the Game Club resource into their Numeracy programs.

I guess I have come to realize that it doesn't matter if the student is in Kindergarten or Grade 10, they simply want more time to develop their problem solving and social skills with this engaging resource.

Our Teachers and Students are just beginning to work with the Think Fun Brain Labs. The Brain Labs are a fantastic way to reinforce the Three S’s of Problem Solving (steps, strategy and state of mind). The online support provides our teachers with a wide variety of resources and teaching strategies and the students simply love the activities. We look forward to investigating ways to incorporate many of our Game Club resources into the Brain Lab activities as they are developed.

Toronto Students Love Game Club!

Mary Rome, Teacher
John English Junior Middle School, Toronto, Ontario, Canada

"Who would think that grade 8 students could be found staying after class to play with ThinkFun Math Games?" But yes, that's the scene at John English School located in Toronto, Ontario. For the past 6 weeks, I have implemented games such as Rush Hour, TipOver, Hot Spot, Cover Your Tracks, Brick by Brick and Square by Square. If you were to listen you would hear positive comments from the students as they persevere and challenge themselves.

According to Brandyn, "I think the mathematics games are very interesting and brain challenging. I look forward to the days we play the selected games. Personally, my favourite game is 'Rush Hour' because it challenges my brain."

Jacob sums up his thoughts. "My favourite ThinkFun Math game is "Square by Square". I like it quite a lot because it teases my brain and it is a mathematical challenge. There are many strategies to complete each stage. I find it good practice to warm up my brain!

"I think that since I have played, I have improved my problem solving skills", is the common thread that I hear over and over.

Recently, I have introduced the games to my Remedial Math group for grades 7 and 8 with success. Some of the members have younger siblings who come to wait and they are playing as well. How rewarding to see how well they all participate and share strategies and clues.

While many of the students have favourite games that they especially like, no one refuses to be engaged. As Tara states, "these games are annoyingly fun".

It is truly heartwarming to see my students meet with success and experience the sheer joy of accomplishment.

Strategies Lab A Great Success at Annandale Terrace!

Josie Mani, GT Resource Teacher
Annandale Terrace Elementary School, Fairfax County, Virginia

It only took a few months from the time a team of teachers at Annandale Terrace visited Barbara Ross' pioneering Strategies Lab at Colvin Run Elementary School until we had our own Strategies Lab. It was clear that these games both engaged and challenged students — and our principal supported us fully in getting started. We've been running our lab for more than a year now and have been reaping benefits from day one.

Not only do students LOVE coming to the lab, we've developed a model whereby the students generalize the game strategies to universal strategies they can apply across the content areas and in their every-day problem solving. We piloted this model in the spring of 2007 and got great results. We discovered the students were not only developing their strategic thinking, they were developing their perseverance, metacognition, and their ability to verbalize their thinking and problem-solving. Incredibly exciting for us as educators! (Read our article about this process.)

One last note about Game Club: the games remove language and processing barriers. We have the opportunity to watch students approach challenges unlike any others they face throughout their school day. Time and time again, teachers have expressed surprise that students who were having learning or attention issues related to regular classroom tasks were excelling when working with the games. Not only are we discovering strengths in our students, they're discovering strengths and smarts in themselves.

Student Shares Her Love of Game Club!

Diana Baloch, Student
Kane Middle School, Toronto, Ontario, Canada

The school bell rings as grade 8 students run to their homeroom with faces full of joy. "Miss, could I play Shape-by-Shape?" and "Are we going to play with the game club?", are what my teacher hears every morning. Our faces light up with joy as we run to the back and grab our assigned game puzzles. I could see and hear all the strategies my peers use to finish the game and to move on to the next level. Everyone laughs and works as teams; their minds are always 100% in the game! But when our teacher says, "Put away your games," all you hear are moans and see sad faces. No one can wait until the next math period to play with the game club again! We finish work faster with lots of effort so we can get "free-time". All we do during this period is play with the games and learn problem solving strategies and social skills. Every person learns through play!