Ok, but what do you actually do?
In the last post on what instructional design is and the 30,000 foot view of what instructional designers do, this post will bring it all down to the ground level and look specifically at the design of one activity.
For our Narnia curriculum we wanted a fun activity that had the students using the vocabulary from that day’s theme, which was clothing. We wanted the activity to be engaging to the point where the students almost forgot that they were “reviewing” their vocabulary.
Our plan was to play a game, but we were struggling to come up with a game that was fun. One of the major tools in an instructional designer’s tool belt is taking something that already exists and changing it to fit their needs. Honestly, this is one of my favorite things to do as a designer.
My colleague suggested taking a game called 6 Nimmt Junior and adapting it to clothing. The basics of 6 Nimmt Junior is that there are four rows of “stables” and the players are trying to get all six animals into a row, allowing them to take the cards. Each card can have between one and three different animals. If an animal on the card does not appear in a row already the player has to put it in that row, but if all of the animals are already in every row then they get to choose in which row to put the card.
The game is pretty simple and lent itself very well to adaptation. If you are familiar with the first Chronicles of Narnia movie (The Lion, the Witch and the Wardrobe) then you know the children go through a wardrobe to get to Narnia. Well, what goes in a wardrobe? Clothes, that’s what. Essentially all that needed to happen was a change of theme of the game. Instead of putting animals into a stable, the students will now be putting clothing into a wardrobe. Simple.
But that is not all that it takes to make an activity for a TEFL curriculum so the next step was changing the rules to provide reasons for the students to use their new vocabulary (the items of clothing). Instead of just playing a card like in the original game, in our game the students have to say what they are putting into the wardrobe. So if the card has a shirt, pants and a hat on it, then the students would say “I am putting a shirt, pants and a hat into wardrobe #3.” By the end of the game they should be pretty used to all of the types of clothing in the game and using them in a simple sentence.
This adaptation was pretty simple and not all adaptations can be created as easily, but sometimes they are.