We like to think that repetition naturally leads to better performance in school. After all, practice makes perfect. By making our kids write and write again, by forcing them to memorise set after set of vocabulary, their writing skills should improve, right? Well, the answer to that is yes… and no at the same time.
The KOBOLD Guide to Worldbuilding is a guidebook with plenty of advice from established game designers and authors, to help budding designers create new worlds. How useful is it as a resource book, and is it inspiring enough to work as an educational resource? Let’s find out!
I’ve played a lot of games, but from time to time, there will be a game that really surprises me. Quill: A Letter-Writing Role-Playing Game is one such game. It’s fun, but more importantly, it is an amazing tool for academic writing purposes, perfect for weaker writers and students with dyslexia.
Functional writing (including letter-writing) can be dry, rote and boring, making it hard for students to find joy in the activity. Quill: A Letter-Writing Roleplaying Game may just be the answer to this problem.
When I first conceptualised the idea of using games as one of my teaching tools, it seemed very wild and out there. After all, how would one marry both synchronously, never mind the difficulty of convincing someone that it’s potentially far more effective than traditional rote learning?
Over the last few weeks, I’d been trying out Microscope with older students, to help broaden their perspectives and illustrate concepts of world-building. How did it work? Read on to find out!
I’d like to show you guys an organiser which I call the “Flow Graphic Organiser”, a helpful (according to my students, not just me!) and thorough tool for fleshing out ideas from the Story Mountain.
The Flow Graphic Organiser was inspired by the Adventure Worksheet from Mythic Role Playing, the first RPG to feature a game master emulator. I created the Flow Graphic Organiser with the intention of providing students with a robust but fast way of detailing events in their story.
I love reading, especially when it comes to 19th century and early-to-mid 20th century literature. This really got me into trying my hand at writing. However, in the capacity of an educator, I needed to recognise that not everyone shared the same reading passion; ergo, not everyone had a natural inclination towards writing. I also found that teaching writing techniques to students was one thing, but to get them to actually apply those techniques seamlessly was another issue altogether. The scaffolding process needed to be more substantial.
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