Playing Political Science Games 18
aim is to make students aware of the reasons for using active learning, so the
introduction of such methods will not seem arbitrary.
The challenges of employing active learning methods are not insurmountable.
Some of them may require broad shifts in attitudes about learning that are not within
easy control of individual instructors. We can only be aware of their existence and
prepare accordingly. However individual instructors can address other challenges in the
context of our classrooms by being willing to try something new. If Political Science
instructors are serious about improving learning and using active learning methods—
and I think we are—we need to begin somewhere. I hope that my discussion of short
games has shown that their benefits can outweigh their challenges. Due to their relative
ease of use and preparation, a game can be an attractive way to move towards more
active learning in Political Science. And as with any journey, the move to more active
learning begins with the first step.
REFERENCES
Bligh, Donald A. 2000. What's the Use of Lectures? San Francisco: Jossey-Bass.
Bonwell, Charles C., and James A. Eison. 1991. Active Learning: Creating Excitement
in the Classroom. ERIC Document No. ED336049.
Collard, Teresa Y. 1994. "Hello...Hello? Is Anybody Listening?": Teacher as Listener in
the Classroom. Paper read at International Listening Association, March 3-5, at
Boston, MA. ERIC Document No. ED371413.
Grant, J. Tobin. 2004. Playing Politics. New York: W. W. Norton.
King, Alison. 1995. Inquiring Minds Really Do Want to Know: Using Questioning to
Teach Critical Thinking. Teaching of Psychology 22 (1):13-17.
Convention