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“Who
Wants To Be A M&M-aire.”
Classroom games are fun, help to reinforce didactic materials,
and allow the instructor to engage all students in friendly
competition. Games with familiar rules, like those students
see on television, are especially effective. Consider using
an adaptation of a popular game show, with a fun twist. For
instance, “Who Wants To Be A Millionaire” can
become “Who Wants To Be A M&M-aire.” |
Consider
these guidelines:
1. Set up the
classroom. Place two chairs, facing each other, in the front of
the classroom. This will be the “hot seat” and the host’s
seat.
2. The first step involves the entire class, with the instructor
serving as host. For this “quickest pencil” question,
the instructor should ask the students to have a pen or pencil and
a single sheet of paper on their desks. When the instructor reads
the question, the students should write their answers on the paper,
fold the paper in half, and raise their hands when finished. The
instructor should watch as hands go up and take up the papers in
order. (It may be difficult to judge who is first. In this case
the instructor may want to allow the first two or three students
with correct answers to play.) The first to answer the question
correctly is chosen as the contestant.
3. Once a contestant is chosen, he or she should sit in the “hot
seat” and a host should be chosen from the class. Instructors
may consider choosing the second person with the correct answer
as the host.
4. The host is given a list of questions, and the contestant has
45 seconds to answer each. As the contestant correctly answers each
question, he or she advances to the next level.
5. There are three lifelines available. Each is explained below:
•
Poll the class: If a contestant uses this lifeline,
he or she would read the question and ask the class to raise their
hands when they believe the correct answer is read. The contestant
may take the advice of the class, or choose his or her own answer.
| •
Ask the teacher: Once during the game, the
contestant may ask the teacher for a clue to the answer of
the question. Teachers may use their discretion regarding
how much of a clue to give. The idea of this lifeline is to
let the student discover the answer through asking questions
that require critical thinking.
• Immunization: This
lifeline immunizes the student from an incorrect answer. In
other words, the student should answer the question, but if
he or she has used the immunization lifeline, an incorrect
answer will not end the game. The student will be asked another
question at the same level as the missed question. The immunization
lifeline may only be used once and must be used before answering
the question.
6. The contestant will be awarded the number of M&M candies
earned based on the highest level reached.
7. When the contestant reaches certain milestones, he or she
is guaranteed to receive that prize regardless if a subsequent
question is missed. These milestones are:
• 50 M&M level (1.69 oz. package)
• 250 M&M level (a half-pound package)
8. The idea is to keep the game fun and to involve all the
students. Ideally, the candies should be shared among the
classmates.
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(Source:
Kennamer, Mike. Instructor Manual for Basic Infection Control for
Healthcare Providers)
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