At the open end of the cafeteria, nine tables were set up with puzzles and games to engage participants’ critical thinking. These posed mathematical, visual, verbal, and kinesthetic challenges. Most could be played by individuals, but some required groups, notably a web through which team members had to thread each other, solving problems together. When students entered the casino, they received a score card on which they had to answer a question about critical thinking (See Scorecard ).
As they went around the tables, they received stickers on their cards for completing a game. After completing their second game, they were asked to rate their thinking on that game using a mini-rubric. After completing three games, they were eligible for the final game, which required them to make and explain an estimate of the number of candies in an irregularly shaped jar. When they turned in a scorecard with these items completed, they received a token that they could exchange for pizza and soda.About 100 students participated and we were able to collect completed scorecards from 58 of them. Students distributed themselves quite evenly among the games, and spirits ran high. After eating, many went on to the debate.
Participants were asked to complete questionnaires on the debate (see Debate Questionairre), and 43 were turned in at the end.
Records from these events are included among the critical thinking Reports.