Introduction - What is the game?

One of the targets of the BFI learning workshop is to make the students ( age 15 - 21) fit for the labour market / an apprenticeship training in the dual system as well as give them insights into the world of labour. The Reactor Game makes group processes / working in a group tangible. In the games reflection process it is possible to discuss / reflect upon communication and organizational skills, abilities to problem solving, cooperation, etc. As these are key skills and competences for work, we use the game to make links between the experience the students made in the game to the world of labour. 

Let’s start - Structure of the game

a) Before the lesson

Workshop on Feedback:

It is important to start with a comprehensive introduction to the game. As this game has a focus upon soft skills and social competences it seems to be necessary to have a short workshop on feedback and its rules. This can also be done in communication or language lessons. In this introduction phase it is important that the students get prepared as the observers in the game. On one hand they should get familiar with the observation sheet, on the other hand the students have to learn how to communicate their observations to the group, that is playing, that means to form sentences regarding feedback rules:

Describing and avoiding to evaluate: describe your own perception and reaction.
Use clear and precise formulations: Feedback shall be comprehensible.
Descriptions without moral condemnation to avoid rejections on feedback.

This can be practiced first in pairs and then in small groups. During this exercise the trainer shall circulate between the pairs / groups and work for some minutes intensively on the right wording. Examples and reflections on wordings can be done in the big group after the practice part.

Preparation class room for the game:

The trainer needs to define a room with enough space for the game. In the middle of the room the playing field is drawn in. Chairs and tables are placed at the edge of the classroom, in such way that the observing group is able to follow the game and see the players and that the players have enough space to go around the field.

In the playing field the trainer set up the game.

b) Introduction to the lesson 

Explanation of game, game target and rules
Put students into groups / 4 – 8 persons per group (players / observers)
Explanation of observing sheet and rules

 TIP! It is of advantage if two – three trainers accompany the game.

  c) Let’s start the game

  The groups find themselves together. The observer group takes a sit and the players start the game. Teachers have the role as observers.

TIP! If this game is used in language classes, then one trainer shall focus upon language skills and take notes, to be able to work on this in following language classes.

  There is no time limit.

  Reflection on the game:

  When players were able to save the little bucket with water and/or failed and/or break up the challenge, the reflection of the game starts. First the players are asked:

How they felt
What they guess they have learned
What were the challenges in the group, etc.

  Then the observes have to give feedback to the group:

What have they seen regarding, group finding process
Communication in the group

Strength of the group / individuals
Who were the initiators
Conflict solutions process
How was the decision making process
How were problems solved in the group

Analytical thinking
Organizational skills

  After that the trainers sum up the reflections and each of the players has the possibility to ask questions, to further elaborate reflections / feedback.

  TIP! If you play the game with students that are trained as teachers,  various occupations in the social field, etc. you can also take a video when playing the game and see it for further feedback in the class.

Dive in - Video

Wrap-up

In general the students loved the game. They got into motion, started to communicate without fear and were able to meet each other and perceive themselves in another way then in the classroom. The students liked the new challenge and they had lots of fun. In the feedback process they realized how comprehensive the game was and what they have learned regarding communication, to meet new challenges, organizational skills, etc. The students were really amazed what they got out for themselves, e.g. how to I work together with a group, what is my role, am I able to find new ideas, am I the initiator or more the person who organizes the group, etc.

Students’ reflections can be inserted as video:

Student: “I liked the game. It was good to work together with my colleagues. Each of us had other ideas.”

Student: “I would like to play the game again, because I am sure that we can make the next time.”

Student: “We worked as a team and that was very good.”

Student: “In the end it was no problem, that we were not able to save the bucket.”