Skip to content

I just got back from my eleventh Reacting to the Past conference. I had a great time as usual. I saw wonderful teachers learning a pedagogy that can transform their teaching, and even their life, as it has mine. I made new friends and met up with ones I have made over the years. And ran my now -published game Modernism vs. Traditionalism: Art in Paris, 1888-89, which was published by North Carolina University Press. After that, I played the artist Paolo Uccello in my friend Paula Lazrus' game about the building of the Duomo in Florence when a competition was announced on how the work would be completed in 1418. Here I am in the game, leading a procession with a palio that represents my guild of painters and sculptors: And later, Uccello gives a lesson on the newly discovered linear perspective, which I did in the game:

And yet even though I come back from this conference more convinced than ever that Reacting is a powerful teaching tool and I hope I encouraged many to use it, I had the odd feeling the entire weekend that this "run" had come to an end. I will always use Reacting and have posted here many times about how it has worked in my classroom. I served on the Reacting Consortium board for six years, I chaired the board for about a year. I co-authored a game. I use a game in nearly every class.

But I am called to put energies elsewhere now, and it seemed somehow important to note this as a sort of ending, so that I could take in, enjoy, and appreciate every minute of the conference experience. And I did.

Now I feel a real urge to do more with the student athletes, specifically those on the Green Terror Football team, for whom I act as a faculty mentor. The creativity embedded in Reacting I will take with me to this new endeavor. I am clearing the decks mentally, physically, and even emotionally to make room for this new work and this new "calling." I am excited to meet new student athletes and help them to become their best selves both as players on the field and students in the classroom. While sometimes I am not sure how it will all work out, I didn't know how to write a Reacting game, either, and I figured that out.

With the help of the Green Terror football team (and the great coaches!) I'm betting I figure out how to mentor a team to the best of my ability, too.

I am currently using a game set in 1148 at the War Council of Acre, at which knights, kings, and the church hierarchy gathered to decide if there should be a Second Crusade and if so, where it should be aimed. I have thirty students in this class, and twenty of them are on the football team at McDaniel College. Their engagement has been profound and at times frankly astounding. One such moment of their utter engagement is captured here in this photograph I took during the class debate about where the Crusade should be targeted:

In this picture, the student is an offensive lineman for the Green Terror. In the game, however, he is playing Patriarch Fulcher, the individual who found the True Cross in the first crusade, and is credited with having won back Jerusalem for the Latin Crusaders. In this image he is standing in front of a projected image of the different cities in the region. For two days, as he says here, they talked about how their war was just because the city of Edessa being taken by Zengi in 1144. But moments before I took this picture, King Louis suggested they attack Damascus instead. The Patriarch was confused, baffled and even outraged.

This was a moment when the class ceased to be at McDaniel in 2018 and was clearly in the city of Acre in 1148. They had left the building. They were experiencing flow. They were so in the moment that, as I talked to some of them afterwards, they forgot about practice. They forgot about their other classes. I am attempting to get a certain general education tag for my Reacting courses and asked them for some help answering questions. Some of their quotations can say better than I can how much they experience in a Reacting game:

"It's immersive. Because you have to put your all into your role. You have to dive in and see how you are going to argue these points of view for this person, how to back it up with research. You have to research in a way you may not typically do so, focus on your role vs personal feelings on the role."

"You can't just BS your way through it. You have to find enough material for your role in the game and be able to rebut anything anyone else throws at you. You need to understand their roles too and how they might come at you."

"When you get stuck into this game, you are here and you are your character. You call each other by your character role names, you are that person and their beliefs (not you and your own personal beliefs)."

"When you are arguing it is super easy to get caught up, and you forget 'oh i have to go to practice today'. Taking on the persona makes you argue better and focus on the game."

"When you go up to the podium, you have to convince yourself/faction and rest of room of what you are arguing. You have to embody the role and its unlike any other class activity. It gives you more skills as a student rather than just looking at a PowerPoint and taking notes. It helps you experience the class differently and take on roles you normally wouldn't."

Reacting is great for every student, but I would argue that for student athletes, these immersive role-playing games make them enjoy the class more than at other times in their education. They see research as a means to a win. They see a role as a chance to argue and help their team (or faction). But they also note that it is work. It takes time. They all laughed when I asked them if a Reacting game would count for the 15 hours required for this tag. They said that they had all put that much time in already and the game was not over.

Faculty: try Reacting to the Past. It is often said that athletes care more about their sport than their classes. But if they have a chance to win in a classroom as well as the playing field, you will see a different student performance entirely. The Annual Institute for Reacting to the Past games will be held this year at Barnard College from June 14-17 and I urge faculty to check it out.

This post is a follow up to the one I published last week about planning an in-class assessment of what students had learned so far this semester. We are about at the half-way mark, so it seemed to be a good time to do it.

I had six total topics, and six groups of four students. They had to come up with a question based on one of the topics the course has covered so far.

Hiccup #1. Some of their questions were really mundane or way too specific. So, I had to help them develop more nuanced questions about the material to allow answers to dig more deeply into examples.

Then I gave two of the six questions, randomly, to each group. Of course some of them said, "Can we answer our own question?" Um. No. They had to come up with a presentation for their question, and two groups answered/presented per question.

Hiccup #2. Some made Powerpoint presentations and we had email and a Blackboard meltdown last week so I was scrambling a bit to project the PPTs in the class. But we managed. But it was a lot to manage.

Each group that had developed the question had to assess which group answered better and why. I think this was the best part, and one that I came up with on the fly. If they are going to be responsible for their own learning, then they have to be responsible for assessing who answers better. I'd like to try something else on this in the future. Those who answered the best will get an extra point (or something) in the Reacting to the Past game we play later in the semester. By and large, I agreed with their assessment of which groups answered better. I was keeping notes.

Then, each student had to answer individually the remaining three questions and turn them in the next class. I just reviewed them and there were some great answers, and some not great answers. Some confusion, and some real understanding.

I had hoped that they would all answer everything correctly and it would show me that my commitment to active learning was giving even better results than traditional lecture-only based instruction. I can't go that far. However, I do think they are learning at least as much when I used to teach this course more traditionally. And I gave this assessment as a surprise. In the future I may try to find ways to circle back to what they are learning more often - not just with the last five minutes "What did you learn today?" reflections, but something to connect concepts more holistically. Because some of them were not doing that.

What are other ways that you can assess the learning in an active classroom without relying on traditional memorization exams? How can you "get at" the overall learning that is taking place over the course of the semester, and not just class-by-class assessment? And how can we see if and how they are managing to make sense of the course as a whole?

7

For all the work I have done with football players for the past year and a half, you would think that I would know better than to underestimate them. My post this past September, when they suffered their first loss of the season, emphasized their grit and resilience. Over the years, and as I have often posted on this blog, I've had a number of players in my classes and I have seen what they can do there, too.

But on Thursday, in my medieval art class, in which twenty players on the McDaniel College Green Terror football team are enrolled, my faith wavered. We were starting a short, two-day Reacting game, in which the students must decide about the role of images in the Byzantine church. It is my Byzantine Iconoclasm game that I have successfully used in the past. But on Thursday, I was not sure. Part of the reason was that I received two emails from different players on Wednesday night asking, "Are we starting that game/debate tomorrow?" Not reassuring.

When we got to class, I gave everyone about 15 minutes to get ready in their groups (Reacting games are made up of factions, or teams, and indeterminates who are not sure what they think about the issues and ask a lot of questions. You can read more about Reacting to the Past here). After that 15 minutes, I called everyone back to the classroom (some use the hallway for meetings). I took my place at the back of the room, because the students run the show in a Reacting class. The football player I cast as the Patriarch Nikephoros rose, walked to the podium, and welcomed everyone to the council and opened debate.

Without hesitation, students came to the podium to make speeches. There were lots of questions. And two football players, shown here, went at it, debating each other very seriously. It was a fantastic moment as a professor. I took the picture below to send to their Coach to show them his players in action.

I do not forget that I have 10 other students not on the team, a few of whom are in this picture, too. And they were ready and spoke that day, too. The mix of students is great and I have been very mindful of being sure to mix the class up at all times.

I will admit that it is really easy to think that the football players will not read, prepare, or get ready for class. I am working with a few students who are struggling in some of their classes. Yet they do care very much about their education and their studies. A colleague of mine ran a focus group with eight players and the findings will form the beginning of a new study of mine to find ways to support these students more effectively.

Reacting works with football players. Reacting to the Past works with many students. But with football players, it's something else. The competition, the debating - somehow it fires them up. At the end of the class on Thursday, several players said to me, "I am going to have a speech on Tuesday! Just wait!" They don't usually say things like that about a class that is five days away.

We play another Reacting game about the Crusades later this semester. I will try not to underestimate them again.

css.php