Teacher Resource
Di mana cicak?

• Allow time at the end of each session working on the learning object for students to reflect (in English) on their progress and the strategies they are using to solve the puzzle. You may do this orally or ask students to keep a brief journal.

• Have students analyse the Indonesian language used in the learning object as a whole - not only in the clues. Consider instructional language (use of 'lah' suffix) and language used for feedback. Within the language of clues, ask students to consider the range of adjectives and prepositions that are used.

• In groups or as a class, have students discuss the strategies that they find useful in problem-solving so that students can learn from each other.

• Have students self-assess and peer-assess during the process of playing and constructing games.

• Have students assign a level of difficulty to their constructed game and justify why they think it is difficult or not.

• Ask students to consider:

  • what makes a puzzle more difficult? Is it difficulty of language? Ambiguity of clues? Or both?

  • did the way they played the game change as they became more experienced?

* Some students may like to make some of the versions above or pursue other logical problem-solving  games. Check the Extension section for some ideas.