Early trials
My initial idea was to create flash cards, with a word on one side and an image on the other. These could be used for both vocabulary revision and playing a Pictionary style game in groups. I employed a dyslexia style guide to create a layout template. I made a trial version in Word, where I could set up a grid and print double sided sheets to create flash cards. I also made a version in Powerpoint, where each page shows the terminology alongside an image of the object, making it suitable for sharing digitally with the students.
I started to make an inventory of the specialist vocabulary used during the first year. The words were from our teaching resources, mainly the equipment list and technical presentations from the first introductory tailoring sessions. I quickly gathered more than 100 words from the material we use during the first week, and realised I would not have time to finish a complete glossary. I also realised how much terminology we bombard our students with when they arrive. I marked words with an asterisk that the students were most likely familiar with. This was in preparation for the trial of the Pictionary style game during the Welcome Event, the first in-person meeting that the students attend just before the start of the course.
Pictionary style game
I tried the game out with my colleagues after a team meeting. I added a few words for comic effect, including the name of the course leader and some specialised tailoring vocabulary (‘inside leg seam’). It was a busy team meeting, and everyone was very tired by the end, but kind enough to endure my experiment and give feedback. My colleagues liked the game, had fun, and thought it would work well as an ice-breaker. They especially enjoyed the ‘fun’ words, and pointed out that it would be more practical to have the word and image on the same side of the cards.
I updated the vocabulary cards in preparation for the Welcome Event. Just over half of the student cohort attended, and the attendance list revealed that many international students had not yet arrived.
At the end of this session, I divided the attendees into 3 teams, with 7-8 students in each. My colleagues assisted me in managing two of the teams, passing on the cards and helping them to follow the rules. Instead of stopping the game after 5 minutes, we continued until they had finished all the cards (10-15 minutes). If a student did not know what a word meant, they could ask for a new card.
The game worked well as an ice-breaker, allowing the students to do something active while interacting with each other. It also encouraged the students to stay in the room after the presentation, and continue to interact with staff members and each other. The amount of questions being asked and general chatter in the space notably increased.
Unfortunately, our unit briefings were online so I did not get the opportunity to repeat the game. I prepared a shorter version with only five words to play at the end of a standard tailoring session, with content related to the days activity. However, the increased class size this year meant I could not find the time and space necessary to reintroduce the activity.
References:
British Dyslexia Association (2023) Dyslexia Style Guide 2023. Online. Available at: https://cdn.bdadyslexia.org.uk/uploads/documents/Advice/style-guide/BDA-Style-Guide-2023.pdf?v=1680514568. (Accessed 17 July 2025)