TOOL BOX - Learning through games

We far behind the schedule and the guy just talks and talks... A few participants are still scrippling down notes, while the rest are either half a sleep or look preoccopied with planning what to do in the weekend...

By Nanna Jordt Jørgensen and Jacky Maroko

Most of us are only able to concentrate fully for about 20 minutes when listening to a speaker. Afterwards we slip away. However, if we are involved practically in learning we can concentrate for a much longer period.

An effective way to involve participants in trainings and workshops is by using games. Through games the participants solve practical tasks as a group and thus develop both their practical and social skills. Games foster teamwork and help us overcome differences.

An inherent aspect of working in NGOs and CBOs is dealing with people of diverse backgrounds. Gender, level of education, social status, religion etc. position people differently and thus distribute power unequally in a group. Learning through games can help appreciating and bridging those differences since everyone participates, and the skills needed are different from what is normally expected from us.

In the following we will present 3 games that aims at fostering co-operation and teamwork in a group of diverse people and enhancing the participants' conflict resolution skills.

First contact: matatu game

Aim: This game gives the facilitator and the participants the possibility to quickly get to know a bit of each other's backgrounds and an overview of differences and similarities within the group.

Materials: A big open space or a big room

Description: Ask the participants to gather at the 'matatu rank' - a big open space. Then shout out the characteristics of the passengers in different matatus, e.g. 'this matatu carries women', 'this one men', 'this one people who grew up in a city', 'this one people who grew up in the rural areas'. People gather in groups and shout out who they are. Invite comments on the categories, the sizes of the groups etc.

Choose categories according to the situation and what seems appropriate in the setting. Examples are; gender, belonging, number of children, level of education, religion, tribe, favorite food, type of organisation, discipline/profession, hobby, mother tongue, special experience (relevant to the workshop), colour of clothes. Invite participants to suggest their own categories and discuss why some categories are more sensitive than others.

In the end choose a few categories that make everyone come together, e.g. nationality (if everyone is Kenyan), working for development etc.

Co-operation game: rope figures

Aim: This game helps participants to develop their team work, co-operation and communication skills.

Materials: A long rope and if possible scarfs to blindfold all participants.

Description: Tie the two ends of the rope together. Everyone in the group takes hold of the rope with both hands and close their eyes or are blindfolded with scarfs by the facilitator. Give the group instructions to form different shapes without letting go of the rope. Examples of shapes are; square, triangle, rectangle, star etc..

Ask the group to work together as a team in order to achieve the task and give the participants limited time to finish. After each trial ask the participants to open their eyes and look at the shape they have formed. Invite participants to comment and share their experiences. Why was it easy/difficult? Which 'strategies' did you put in place, if any? Did someone naturally become the leader of the group? Why?

After a few trials, ask the participants to form a shape, but this time without talking. Afterwards discuss what verbal communication means for co-operation.

Conflict solving games: dilemma cards

Aim: Through small role plays this game initiates and encourages discussion within a group on different strategies for solving a conflict.

Materials: cards and pen

Description: Before the game the facilitator prepares some cards depicting a dilemma/conflict situation and defining the roles of a few persons. Depending on the roles described, 2-4 participants read through the card, divide the roles amongst themselves and act out as per the statement in the cards.

The rest of the participants watch and listen as the first group does the acting. After one group finishes the acting another group is given the card, reads through and then acts out the same situation, but choosing a different 'solution' from the first group. Each card can be acted out by different groups up to 3 times.

After the acting invite a thorough discussion among participants on the different outcomes of the dilemma/conflict. Was the conflict solved in any of the plays? Why/why not? Ask participants to suggest other strategies for solving the conflict.

Example of a dilemmacard could be:

An environmental NGO has established a nice green nursery and a demonstration plot in the middle of a poor community. When the staff returns to the office after a weekend, they find that someone has opened the fence to the plot in order to let animals graze. Nursery and demonstration plot is completely ruined. The NGO invite members of the local community for a discussion on the problem.

Roles:

1.The director of the NGO who is a very influential man in the town and sees the nursery and demonstration plot as his personal project.

2. A poor man from the community who owns no land and is dependent on his goats. There is a drought and it is difficult to find fodder for them.

3. A woman from a local women's group interested in mediating the conflict.

If you want to know more about the use of games in learning, you are welcome to contact Nana Jordt Joergensen or Jacky Maroko at the SENVINET secretariat at senvinet@yahoo.com or 0722 424422.