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Games and Theory
Janet McCormick, Ph.D.
Speech and Theater Dept.
Middle Tennessee State University
G.I.F.T.S. Presentation
National Communication Association Convention
Boston, MA
November 2005
Goal:
I have been teaching small group dynamics for 18 years. Over the course of those years, my was was to creatively transfer the concepts and theories of group through participation in group activity. Originally, we would discuss theory and then the students would apply what they learned in group presentations. Eventually, I added the component of observing a group functioning within the community so the students could observe and analyze. Over the last few years, I've modified my course to include regularly incorporating well-known family games to allow the students as participant/observers to comprehend the theory as it emerges. We've discovered learning theory can be fun!
Rationale:
Almost the opposite approach to learn the theory and apply/demonstrate; students play a game and the theories emerge so they can identify and analyze. By having the students first read the chapter and discuss the theory in class, we follow up the next class session by playing a game that I choose to reinforce (make obvious) the theory in question. The students are then required to write a journal entry regarding the activity explaining how they saw the theory at work.
Directions:
The following are examples I use in my course in Small Group Communcation (COMM 3220). Our current text is I.N. Engleberg and D. R. Wynn (2003). Working in groups-communication principles and strategies (3rd ed.). Houghton Mifflin Co., Boston, MA. All games are available at Target, Wal-Mart, or Toys 'R' Us.
The game TABOO gets at forcing us to use other words to make ourselves understood. The object of the game is to get your partner to guess the word you are describing WITHOUT using the common clues listed on the card.
SORORITY - fraternity, college, women, organization, sisterhood
MYSTERY - solve, novel, Agatha, book, clue
SOCK - feet, toes, shoes, punch, hit
CARROT - vegetable, orange, root, bugs bunny, eyesight
DIAMOND - baseball, ring, carats, jewel, engagement
TRASH - can, collector, garbage, rubbish, compactor
LIFEGUARD - pool, beach, swim, drown, save
PAYDAY - money, money, week, wages, salary
SNORE - sleep, sound, night, nose, noise
WALLET - billfold, purse, money, credit card, pocket
Journal:
Describe group members, the game, the concept of "team talk" and then interaction applying the theory.
The game MAD GAB gets us to LISTEN to what we hear in order to understand. The object of the game is for the reader to say the word on the card to their team-mate who will listen and then try to guess the actual familiar phrase. Let's try some.
Kit tread he fort hey cough - get ready for take off
Awe haze could furl half - always good for a laugh
Bare love monk ease - barrel of monkeys
Neigh jerk halls - nature calls
Bite these wet toughest prowl - by the sweat of his brow
Dish hippie slaw stats he - the ship is lost at sea
Every time deacon airy - Every Tom, Dick, and Harry
Fee ay tin gin - V-8 engine
Abe ox up lass stick Rap - a box of plastic wrap
Hit spin could form he - it's been good for me
Journal:
Describe group members, the game, the theory of "Fisher's phases of orientation, conflict, emergence, reinforcement" and then interaction applying the theory
Explanation:
In terms of communication with groups, we focus our attention on the verbal and non-verbal cues of others. The understanding of pronunciation, accent and vocabulary is significant to our success. Acknowledging cultural differences in eye contact, facial expression, gestures, use of space and paralanguage are also significant to our success. The idea is to keep talking, working on articulation, non-verbal cues and listening comprehension until group success/understanding is achieved. Other games used to emphasize theory include:
OUTBURST - group maintenance roles, GUESSTURES - assertive, aggressive, and non-assertive behaviors, SCATTEGORIES - types of arguments, APPLES to APPLES - Shutz's theory of inclusion, control and affection
The activities are never done for a grade, though the journals are graded and can only be turned in if the student participated in the activity.
Typical Results:
The process of reading about the theory, playing a game, seeing the
theory emerge and then writing about it serves to reinforce the working
knowledge base of group dynamics for the students in a much broader way.
Beyond the games, the students do two actual small group problem solving
presentations for grades at midterm and then during finals. he self and
group awareness that emerge during the games/journals are then applied
to achieve group success snot once but twice in a business/project
environment. Students leave the course understanding the value of
effective group skill and analysis. My student evaluations at the end of
the semester always praise this "learning through games" technique as
original, creative and fun.
