Academic Games League (CAGL). CAGL (Chicago Academic
Games League) is back (2014-15 school year) as an online
afterschool program. The
first CPS school in the program is Robert A. Black in
South Shore. A teacher in the school must sponsor and
lead this unusual, FREE program of game-based math learning
and application. They are actively recruiting schools.
The program is no longer a program of Hyde Park-Kenwood
Community Conference or its Schools Committee.
what it was in the past.)
would really encourage other schools to join us in pioneering
the resurrection of CAGL online. The program is free
to the schools. Anyone interested should contact me
at the number below (or reply to this email.) Thanks
for your interest.
Buzz Allen, President, Accelerated Learning Foundation,
Chair: Nancy Baum (program
is under review and has not been operational
since the managers were unable to continue. It was turned
over to another party at the University of Chicago but
the latter has not found a way to fit in into their
programs. For information (in addition to that below)
about how the program operated, and pictures, see the
in Hyde Park Record.
CAGL was a teacher/parent collaboration,
a program merging substantive math with athletic models
of teams, games, and tournaments. Each year, from October
through April, students and teachers from Chicago public
schools around the city met once each month for a Saturday
tournament. Schools were self selecting; teachers and
parents were volunteers; students participated of their
own volition--not for grades or credit. The program
was geared to grades 5-8 and the core of the games was
Layman Allen, a law professor at Yale, created games that teach law students to think purposefully and logically in their written and oral arguments. These games enabled student to ply together and teach each other, all the while taking responsibility for their own conclusions and processes by keeping score.
Students participated as a member of a school
team, not as individuals. A teacher is the
designated sponsor and commits to attending the Saturday
tournaments and holding practice sessions at the schools
between tournaments. The various management tasks (judging,
organizing materials, scheduling, etc.) were shared
among the parents and sponsors. We were assisted, in
addition, by High School Aides. The Aides were alumni
of the program and worked with us on Saturdays to earn
a scholarship to the INVITATIONAL weekend tournament
in May. Sponsors were their mentors and role models.
There was a membership fee per school. It
covered the costs of maintaining the materials and the
entitlement to a monthly newsletter, TEAMWORKS.
For expenses (bus transportation, for example) we were
self-supporting. CAGL was the only
community based program of this type in the country.
Each school brought as many students as the sponsor
designates. We encouraged teachers to include youngsters
of all levels of math ability. The content of the games
filled needs at both upper and lower ranges of ability.
We believed strongly in positive reinforcement,
in the need for children to identify with their schools
and an activity in their schools in a positive way and,
further, to believe in their own potential for success.
There was also a strong base for peer teaching, for
cooperative learning and for responsibility to a team.
Some of our tools have been T-shirts, certificates,