“Helper” pairings are possible but not always ideal
Learners who want to help others can sometimes play successfully with learners working at an earlier level. This can be an example of the general principle that helpers sometimes learn material even more deeply by teaching it.
However, there is a potential pitfall about “helper” pairings with these games. These games are very highly structured. That means that for players able to work at a higher level, unless those players feel intrinsically motivated to help their partners, there is just not much else going on to keep them occupied. Student “helpers” who feel more motivated to learn than to help are likely to lose interest quickly. For more information, see Pairing learners.
A motivated student helper may work well with a learner at a lower level for a short time. If you pair students in this way, it is a good idea to revisit pairings frequently to make sure that all students feel they are progressing.
Communication between learners
Some learners may be reluctant to correct their partners, even when they know that their partners are making mistakes. These learners should be encouraged to help their partners by giving them feedback about how they are doing. Other learners may need to be asked to use more respectful words when helping their partners.
Next section: Fitting the games into a class schedule
Back to Tips
July 14, 2020