Teacher Sample Materials

Setting Assignment Parameters

TOPIC

See Topics and Proposal Abstracts for The FUND$ GAME

OBJECTIVES

What do you hope to achieve with this assignment?

• Which elements of the course competencies can be addressed? How?
• How can the learning from this assignment contribute to the learning during the rest of the semester (and beyond)?

EVALUATION AND STUDENT PERFORMANCE CRITERIA

• Identify key criteria that could reasonably and fairly be used to evaluate student learning.
• Determine what each of the role groupings need to produce and submit for evaluation of the learning (should be roughly equitable in terms of input of time and output of words and documented proof). The Player Scripts do this for you.
• See the samples provided for guidance.

GRADE VALUE

Overall, what do you think this assignment should be worth?

• General practice has been about 10% of the total grade value for the semester.

TIME TABLE

Set the dates for following through on the four stages (Set-up, Preparation, Game Play, Post-Game Work), culminating in a final due date.

Communicate this to the students before game set-up.

Sample Assignment Instructions

RM LAB #1 Winter 2016
The Fund$ Game
“VIOLENCE”

General Instructions

This game is a simulation of a competition for research funding. It is designed to help you learn more about the dynamics of social science research. Each student is expected to faithfully play the role of a stakeholder (journalist, researcher, general public or judge) and fully contribute to each stage of the simulation, from library research to class presentation. You will be evaluated on the basis of your quality of engagement, script preparation, presentation and reflection.

The game will be played in Week 4 of the lecture class. After the game, each of you will submit a completed script and a reflection (the Journalists will also produce a news article). This collection will be submitted as individual work and will be graded out of 10 lab marks.

Refer to the evaluation grid below for details. Unexcused absences during the simulation will mean you cannot fully complete the lab work. 

EVALUATION GRIDS 

EVALUATION GRID (1) - The Fund$ Game Grading Scheme @ 10%

Student name: _______________________ Student role: ________________________

EVALUATION GRID (2) - The Fund$ Game Grading Scheme @ 15%

Student name: _______________________ Student role: ________________________

Sample Role Sign Up Sheet

Journalists (2)

Research Council Judges (3)

General Public (2)

Anthropology (3-4)

Business (3-4)

Economics (3-4)

Geography (3-4)

History (3-4)

Philosophy (3-4)

Political Science (3-4)

Psychology (3-4)

Religious Studies (3-4)

Sociology (3-4)

Sample Post-Game Reflection Questions

The students are instructed to provide responses to a few reflection questions. The goal is to have them step back from the game experience and consider how social science knowledge is produced. The parameters for the responses are that each response is written in full sentences, is thoughtfully formulated and makes very specific and concrete references to the game and the textbook (where relevant). The usual word length is 300 to 500 words in total (excluding the question).

QUESTION BANK

Here is an extensive bank of questions that have been used by a variety of teachers. Select the ones that best coincide with your GAME PLAY experience.

• This role-play scenario is designed to provide players with an “inside view on the inner workings of researchers and research decisions.” Based on the role you played, how were your views of science impacted by this role-play scenario?
• What is the value, if any, of having social science researchers compete for research funding?
• The real world of research does not operate like a den of venture capitalist dragons, eager to get a “cut of the profits.” What do you suppose would happen to the research on the topic if the research council judges really were motivated by private profit?
• If any of the disciplines could combine their resources and expertise to work together to research this topic, which ones would you choose? Briefly explain.
• The natural sciences and the social sciences each have distinct fields or disciplines of study. What do you suppose are the reasons for the existence of distinct disciplines of study in the social sciences?
• Which two aspects of [topic] research do you want to know more about?
• Previous research studies were referred to in many of the proposals. Why? What is the logic behind referring to previous research?
• What have you learned about how the social science community conducts research that you did not realize before playing the game?
• Were most of the proposals exploratory, descriptive or explanatory (in textbook)? Briefly explain.
• What is the value of a council of judges dispensing research money based on pre-set criteria?
• Critically evaluate the judges’ criteria used in our competition. What worked? What did not work? What would have been more valuable?
• Scientific ways of knowing differ from non-scientific ways of knowing. Contrast the general public’s concerns to the scientific concerns of the social scientists in our competition.
• As demonstrated in the competition, what were the noticeable differences between the general public (common sense) ways of knowing about the topic and the social scientific ways of knowing?
• The discipline proposals provided ample examples of research questions on [topic]. Generate three research questions related to this topic. Be sure to formulate social science questions that are researchable (where the answer is not obvious).
• What did this game teach you about how social science knowledge is produced?
• What purposes do research proposals serve in the research process? Make specific reference to the actual competition.
• Should competition for research funding be enhanced or diminished? Explain your position in light of this competition experience.
• Which two social science disciplines deserve the most funding and support for research work on this topic? Briefly justify.
• What was so outstanding about the top two research proposals?
• Which discipline had the most developed and sound research proposal? Briefly justify your choice.
• Which research proposal do you see yourself potentially using as a basis for following through with your own research on this topic? Briefly explain.

GAME PLAY PARAPHERNELIA

Although it may be peripheral from a pedagogical standpoint, making team placards and having a gavel for the judges add authenticity to the GAME PLAY experience.

• Make some simple group name placards – 13, one for each of the 10 discipline teams and one for each of the following player groupings: judges, journalists and general public. Print on 8X12 card stock, with the names on top and the group on the bottom, and folded lengthwise.
   
• Gavels can be purchased in a trophy store or ordered online. Or consider buying a toy one at a dollar store or have your judges make one out of cardboard. In a pinch, a shoe will suffice.