Implementation

# Implementation Plan and Facilitator Guide

TRAINING GOAL:

At the end of the instruction period,  students between the ages of 11 to 13 will be able to play the game Uno following the designated instructions 100% of the time the game is played.

LEARNING OBJECTIVES:

1.  Given a deck of Uno cards, the learner will identify, shuffle, and distribute the deck cards with 100% accuracy.

2.  Upon completion of the instruction, Learners will demonstrate 100% of the time an understanding of Uno rules by adhering to game rules

3.  At the conclusion of the instruction, the learner will accurately keep score, 100% of the time.

## **Team Member A**

BACKGROUND AND INSTRUCTIONAL GOALS

Uno is easily one of the most recognizable card games. Uno was invented by Merle Robins in response to a disagreement between him and his son on Crazy 8 gameplay. Amlen notes, that there are over 600 different types of decks and many uno lovers have their own house rules. The game overcomes age, language, and other barriers found in traditional games, making it easily altered to create learning experiences (2023).

The inclusivity found in the game can quickly make it much more complicated and it's the personalization of rules, that Decked Out Learning has to create an instructional plan that ensures official gameplay is adhered to.  If the rules are not streamlined the other portion of the lessons objective, enhancing social skills lost during the covid 19 pandemic, will not be met.

Upon completing Uno, learners will achieve proficiency in Uno gameplay, reducing any issues that may occur with different house rules. Through Uno gameplay, students will achieve enhanced social skills.

## **Team Member D1 - Kennedy**

### Section II: Pre-workshop Planning

Decked Out Learning has been asked to create instructional materials for schools to utilize when teaching students how to play Uno. The overall purpose of the training is to help strengthen student’s 21st Century Skills including communication and taking turns. All instructional materials will be accessible online so students only need to access the information from one location. Online materials also helps accommodate for any translation or accessibility needs. Students will need access to computer labs and headphones so they can watch the instructional videos at their own pace. A quiet learning environment with a large projector and screen to watch the instructional videos as a class is also an option.

Students will need to know how to access the internet prior to this course. Students are also encouraged to familiarize themselves with the different types of Uno cards and their functions. The two instructional videos provide clear instruction and therefore do not need to be reviewed prior to the course.

## **Team Member D2**

### Section III: Instructional environment, equipment, and materials

**Considerations for the delivery environment**

This lesson could possibly be held in-person in a standard classroom environment such at a elementary or middle school/junior high.  The classroom would need an instructor computer that can project the PowerPoint slides used for content/course material delivery.  Additionally, audio for the class to hear the content presented through video.  The possibility of an after school classroom could also be accommodating, as long as the classroom capacity could hold 10-20 students. It is ideal that the classroom is not computer-based as the learning environment needs to accommodate the practical exercises and peer-to-peer learning this learning solution was built for.  As the learning solution is designed to break students/participants into small groups to play the game Uno, it is imperative that there is enough space for the small groups of four to five participants in each group. An alternate delivery environment could be eLearning (online); however, the way this lesson is built, the in-person instructor-led classroom environment is more ideal.

**Equipment and materials**

As stated in the aforementioned paragraph, an instructor computer would be needed to ensure the instructor/facilitator can present the PowerPoint slides/course materials.  Additionally, the instructor needs to have the ability to walk students/participants through the handouts.  Also, to be able to play videos and have the ability to conduct the instructor-led practical exercise of walking the participants through playing the game Uno after the formal instruction. The learning solution needs to have six Uno card decks (one for the instructor/facilitator and five for participants). Additionally, score cards and pencils for participants would be needed for participants to keep track of scores for the various times the game will be played during the lesson. Name tents and markers will be used for participants to write down their first name for the instructor and other participants to reference during the lesson.  A classroom door sign will be used for participants to know that the designated classroom will host the learning solution.

**Handouts and media support**

The official rules for Uno will be used as a handout for participants, in addition to, possibly turning the information in the handout into a trifold for participants to take home with them.  Additionally, a video for participants to view during the lesson to watch as a demonstration of how to play the game Uno. The computer will need to have sufficient video and audio for the Uno video to be played.

## **Team Member I**

### Section VI: Instructional delivery and sequencing

Describe all activities from both the facilitator and student perspectives. What will the facilitator and students do during each activity or event?Overview of lesson and Sequence of Activities

The lesson will follow the ROPES model - Review, Overview, Presentation, Exercise, Summary to ensure all participants comprehend the way to play Uno in accordance with the official rules of the game.  Additionally, with building upon the foundational knowledge, participants will then be able to apply their skills to demonstrate the ability to play the game Uno utilizing the official rules by the end of the lesson. This is aligned with Bloom’s Taxonomy tied to the learner’s proficiency level at the time the lesson ends. The instructor/facilitator will ensure participants have a basic understanding to be able to able the knowledge, skills, and attributes to reach a proficiency level of skilled - participants will be able to play the game Uno with minimal guidance.

**Step-by-step process**

**Review** - if this lesson was following an introductory lesson there would be a review period; however, since this is a stand-alone lesson there will not be a review.

**Overview** - the instructor will introduce themselves to the class/participants and will solicit the names of all of the participants as an ice breaker. The instructor then will cover the agenda of the lesson, such as the proposed terminal learning objective and enabling learning objectives that the participants will undergo through the course of the lesson. This will address the expectations of the lesson for all participants.

**Presentation** - the instructor will first begin with introducing the background of Uno, when it was created and by whom. Then will break down the intent of the game. Following the instructor will show a quick video of how the game is played. The instructor will walk the participants through what each card means so they are able to identify the different card variations. After, the instructor will then provide knowledge checks throughout to test the participants’ ability to identify the card variations. Following, the instructor will show how to initiate the game with demonstrating how to distribute the deck of cards for each individual to obtain seven cards total. Next, the instructor will execute a learning activity for participants so they are able to break into groups and play a quick round of Uno to build upon their foundational knowledge. The instructor will also walk the participants through the handout and initiate the last video for participants to watch.

**Exercise** - once the learning activity has been completed, the instructor will formally break the participants into groups between four to five and they will have their own deck of Uno cards to play the game Uno.

**Summary** - lastly, the instructor will then close the lesson by covering the most important aspects of the lesson that was covered from introducing the background of Uno to the exercise. The instructor will then ask the participants if they have any final questions and release the class.

**Team Member E: Project Leader (All Groups Please Contribute ~ Team Member I will consolidate and submit.)**

Section V: Assessment of learning

This section should describe how student learning will be assessed by the facilitator throughout the instructional module. Note: you may want to peruse next week’s resources to assist you with this section.

*Suggested sections*:

* **Pre-assessment strategies (before learning)** If needed, the instructor can initiate a diagnostic assessment to determine the familiarity of the playing the game Uno so they can determine whether they need to spend more time on a specific portion of the lesson.  Additionally, the instructor can initiate a demographic survey, to see the demographic makeup of the of the class prior to the lesson.
* **Formative assessment strategies (during learning)** Formative assessments are considered the “low-stake” assessment with full instructor guidance. Basically, what “right” looks like. The exercise executed during the lesson is a formative assessment, in which the participants are broken into groups of four to five to demonstrate their ability to play the game Uno in accordance with the official rules of Uno.
* **Summative assessment strategies (after learning)** There will be no “high-stake” summative assessment/event to test the participants ability to play the game Uno; however, a end of the lesson critique will be utilized to capture participant feedback.  Also, a Kirkpatrick level one will be used to capture the participants’ feedback of the lesson 30 days after the lesson.