VIDBE-Q 2025 Volume 70 Issue 4
in a wide range of recreational pursuits. The teacher frequently invites guest
speakers to introduce diverse activities; for example, a magician was invited to
teach students how to perform a card trick. The selection of recreational activities
is intentionally broad and not restricted by type.
Throughout the course, students self-evaluate their interests using guided
exit tickets that prompt them to reflect beyond a simple "did I like this—yes or no"
response. Instead, they are encouraged to consider the specific qualities and
characteristics they prefer or dislike in each activity, supporting them in identifying
patterns in their preferences. For instance, during the board games module,
students experience both strategy-focused games like Ticket to Ride—a game in
which players collect train cards and strategically claim railway routes across a
country map, requiring long-term planning, route optimization, and decision-
making under competition—and social, party games like Taboo, where players
work in teams to guess a target word based on clues, but the clue-giver must avoid
using a list of "taboo" words, making the game energetic, fast-paced, and reliant on
creative communication and teamwork. If a student does not enjoy the complex
strategic thinking of Ticket to Ride, a general question such as "do you like board
games?" might lead them to dismiss the entire category. However, by focusing on
the specific traits of each activity, students can better understand their
59
