1.

Gamification, game-based learning or play-based learning refers to a type of game play with
clear and defined learning outcomes. It means employing well-designed digital and non-digital
games to stimulate learners’ language, critical-thinking and problem-solving abilities. It includes
elements of games or play into the learning environment to boost engagement and
participation.

At its core, all learning environments should encourage active and critical learning, not passive
learning. Game based learning provides this ideal environment. The best games are those that
actively engage learners, so that they experience the pleasure of exploring and understanding a
new system.

Well-designed games, played in a variety of ways, using different media and platforms, can
pierce distractions and engage learners in a way that few other methods can. Games can take
the form of word play, language play, narrative and role play, as well as digital platforms.

Gamification can be used at nearly all ages and language levels – from those acquiring literacy
skills, practising listening and speaking skills, to enhancing critical thinking and problem-solving
skills, as well as developing digital literacy skills (collectively known as 21st century skills).

The beauty of play in the learning environment is that learners develop autonomy quickly and
can self-correct easily, with a minimum of emotional stress. There is a clear path of progression
and learners can learn at their own pace.

2. Project Based Learning requires administrative and teacher leadership while developing those
qualities in our students. One of the key components of effective leadership is having the
humility to know what you don't know and having the ability to listen and learn, from those who
do. So, for teachers and administrators:

 Leadership involves having the inner strength to make decisions and to take personal
responsibility for the consequences of those decisions
 Leadership is enabling those whom you lead to be innovative problem solvers without
feeling threatened by their success
 Leadership is being able to buffer and protect those you lead from distractions and
impediments so they may carry out their responsibilities unimpeded by those
distractions
 Leadership is the ability to turn mistakes into "teachable moments" rather than
"blamable moments"
 Leadership is knowing when to step back to give opportunities for those in your charge
to take the lead, while understanding that ultimate responsibility rests with you
 Leaders understand that leadership is a way of life and therefore unbound by the time
constraints of the school or business day/week
 It is incumbent upon us as educators to instil in our students that, as much as the teachers have
a responsibility to present information in interesting, informative, and innovative ways, students
also have the personal responsibility to make sure that they have mastered the requisite
information to satisfy the goals and objectives of the Project. Student engagement, ownership,
and interest in the successful completion of the Project engenders personal responsibility.
Ultimately, one of our most critical functions as educators is to inculcate this sense of personal
responsibility in our students.

3. Technology-based Learning. Technology is the #2 pencil of the 21st century. As such, any good
Service Learning project will be embedded with a wide array of real-world technology-based
applications. We still, by and large, teach interminably about how to use tech applications with
our students. Well, that ship has sailed given the fact that the younger we are, the greater our
ability to use technology in an agile way. So now, more than ever we need an educational
paradigm shift away from learning how to use technology and towards using it.

4. Task-based Approach. Traditional curriculum design and class planning revolved around the
topics considered useful for students. These meant students were to learn the grammar and
vocabulary that educators thought students needed to know. Student input was minimal to say
the least. What we learned from this is why it’s imperative to build lesson plans around activities
that all students can feel comfortable with and relate to. The task-based approach represents a
significant paradigm shift since the focus on content has shifted to skills and competencies. So,
planning and design aren’t about what’s taught, but why it’s taught. This approach isolates
individual skills and competencies in order to teach material students actually need to know to
meet their goals and objectives.