How would you apply the 3D-CG Assessment to UNO?
X plane –Â Duration
- playing once, getting over the hump, monthly repetition, occasional play when chosen
- becoming fluent with procedural knowledge
- raising awareness of phonemes, colors, numbers and language usage for game play
- linking procedural knowledge and language usage
- overcoming social challenges to negotiate a joyful game play experience from start to finish
Y plane – Engagement
- sorting cards by color and number
- playing without action cards
- playing without teacher
- adding action cards with/without teacher /
- increase levels of task actualization with each round of play
- adding strategies and rules to overcome social challenges
- choosing UNO as a desirable game to play with others
Z plane – Real Word Application
- spatial reasoning – getting and giving cards
- fine motor skills – holding, organizing and playing cardsÂ
- patience – waiting for others to take turnsÂ
- self express – articulating thoughts to navigate game play
- self asses – adapting knowledge and skills to the game play
- self regulation – using and creating rules to maintain joyful engagement
- self reflections – Use experience to formulate different action plans
- demonstrate maturity – ability to navigate social interactionÂ
The 19 “classic” tenets
- Provide choices.
- Add emotional content.
- Add “solvable mysteries”.
- Add potential “Aha moments”
- Â Add empowerment activities.
- Add activities that are semi-controlled by the learner.
- Focus on real-time issues and mistakes; ensure regular teaching content updates.
- Add emphasis on social learning.
- Ensure vertical coherence and horizontal coherence in the coursebook design.
- Make the goals clear.
- Add a strong sense of closure per unit of study.
- Add generative lexical concepts.
- Add “word maps” and “lexical item grouping” activities.
- Allow confidence to grow with “small group work” before “big group work”.
- Challenge students’ intellect in the L2.
- Revisit content for meaningful and compounding growth—make sure it is not “just a review”.
- Question: Is the learning well-arced?
- Question: Will the learning tasks activate the teacher-student relationship?
- Question: Does the learning task have a real-world application?
The 20 “new” tenets
- Provide more “thinking” activities in the L2 than basic “linguistic” activities.
- Â Provide a wide range of cyclically connected activities.
-  Manufacture a strong need for lexis—then provide them like presents.
- Â Provide lectures (top-down teaching) only when students will strongly welcome them.
- Â Provide novelty; challenge students in novel ways that students will appreciate.
- Â Design the syllabus to be able to sustain cyclical compounding learning tasks.
- Â Do not allow critical breaks to happen to students.
-  Provide a “Performance-based learning climax” in each chapter of study.
-  Do not simply throw in “pair work for discussion” after each learning activity.
-  Ensure students’ realization that “Personal growth with the L2” is the ultimate goal.
- Â Disclose the pedagogical strategies to the students so that they are more self- aware of their learning and their learning process.
- Â Regularity and unwavering cyclical designs lead to quicker automaticity in L2 skill building and L2 usage.
- Â Be aware of “rapport with students” and how rapport affects student motivation, evaluation, and learning potential (halo effect).
-  Teach with “L2 Maturity” in mind, with a good understanding of students’ L1 competence.
- Â Assess and track L2 Maturation rates per student.
-  Provide “focus group” tasks in and/or outside of the classroom.
- Â Timing within cycles can be just as important as the content of cycles.
- Â High support contexts nurture deeper thinking in students, but they are difficult to design.
- Allow for critical self-review of past work.
- Establish explicit “learning from peer” tasks.