The Teach

[nuttyknatty]

I've ticked off another hobby goal this year - getting a family member interested in AoS!

So that got me thinking on how I should introduce the game. Fortunately, we live in the same house and there's not much open or available outside - so I had a captive student and plenty of time and so I've planned out one way to slowly teach someone brand new to wargaming and the Warhammer world and present it here for others to use (and add your own experiences).

 

We are currently at Game 4!

 

Player A is the teacher, Player B is the student. In this example Player A plays FEC, Player B plays Orruk Warclans

Game 1introduces the phases and game mechanics. Measuring conventions, dice etiquette, pile-ins, Battleshock. Everything from the core rules is included up to page 8. Each army (already deployed) has a big monster, a unit of tough combat specialists, a unit of missile troops, something with random movement, a fast-hard-hitting unit and a wizard.

Any info on a warscroll is ignored except for the characteristic wheel and the weapon profile.

The idea is to provide Player B with an overall idea of the scope of the game. Player A goes first. The command abilities from the core rules are used. Two objectives are placed on the centre line each 18” from the short board edge with 1 point awarded or successful capture. Normal objective rules are used except models within 9” count rather than 6”.

Game 2 introduces the rest of the warscroll information and warscroll abilities. Both players  play an army consisting of just three different warscrolls. Player A fields a Varghulf, 2 Crypt Ghast Courtiers and 3 units of 30 Crypt Ghouls and Player B fields a Megaboss on Mawcrusha, a Warchanter and 3 units of 10 Ardboys.

Once again, Player A deploys both armies and “Treasure Hunters” from the Open War cards is used.

This game introduces a number of new ideas and rules including the role of standards and drummers, buffs and areas of effect, and wound allocation and model removal.

Game 3 introduces terrain rules, army lists and triumphs and deployment. Everything else stays the same. The same armies are used, the same objective rules.

Game 4 ramps things up a little. Player A’s army increases with the addition of an Archregent and a unit of 3 Horrors. Player B’s army increases with a Shaman and a Mangler Squig.

Battle Traits are introduced (as is AoS Reminders) as well as spell lores. Battletomes are also introduced and so are Realms of Battle.

Shifting Objectives is the battleplan that is used.

Game 5 keeps the same armies but introduces Mount Traits and Faction rules (e.g. Grand Court, Warclans) which in turn introduces Artefacts and Command Traits.

Blood and Glory is the battleplan that is used.

This is where the Core Book is introduced to begin building up knowledge of the background.

Game 6 adds no new rules, but a unit is added to the army list and a random Battleplan is chosen.

Game 7 is when Endless Spells are introduced, with Player A adding Geminids to their army and Player B adding a Purple Sun to theirs.

Magical Supremacy is the battleplan that is used. 

Game 8 is where things ramp up a bit more with Battalions being introduced. Armies are adjusted in order to meet the appropriate Battalion requirements. Artefacts of Power are introduced as are Warbeats.

A random battleplan is used.

Battlefield roles are introduced, as is Warscroll Builder.

Game 9 is when Auxiliary Objectives are introduced. The game is now complete with all the rules being in play.

Game 10 is when Player B writes their own list……………

 

 

[Overread]

A few thoughts:

 

1) When introducing rules it is a good idea to layer them as you are so that they learn a little bit each time. However when you add a new component it should be added in full. Eg if you add a mounted lord than mount traits and all the rest should come along with them. Otherwise you're asking them to look at the rules as reference but to ignore certain features. This in itself can prove confusion because you're asking them to ignore some bits and pay attention to other bits. So mentally they've still got to devote thinking to ignoring bits they've read. It's much more fluid and easier to introduce it as a whole and use the whole. That way they aren't sitting there thinking that they've got to avoid using certain things or use certain things or wait when I can I use this thing? etc..

2) The merit of any teacher is to have both a plan and adaptability. A student might learn really fast and will get frustrated with a slow learning plan; equally they might lean really slowly and if you advance too fast they might not have enough grasp and reinforcement of the earlier parts to fully get the new parts. In reality many students will vary their learning speed, some bits they'll get really quick and some slower so you want to be adaptable. 

3) Reinforcement. This is critical. Repeat and reinforce what you've already taught them. Don't just launch into introducing something new. A review of what they've learned before is MORE important than teaching them something new each time you have a learning session. Because otherwise you run the risk that basic early  concepts don't get engrained into their leaning and adding more and more on top only confuses them. The review also lets them start to put together what they have learned and what they are going to learn. 

4) Learn to take the training wheels off. Sometimes they just want a game, even if its half the game concepts in use, it can be a nice way to allow them to unwind and relax and not have to be "the student" in the moment. It also lets you play the game just for fun early on. Consider it a period where they can interact with the hobby at their speed without any teaching or learning pressures. In a way these are just like review/refresher sessions

5) Give them freedom. Let them make mistakes, they will learn from them and grow. If you constrain them too much or instruct them too heavily they end up not playing but simply performing actions you tell them to do. This can result in them not really understanding the rules; they are just parroting commands/instructions. That will all unravel when they have to play on their own or when small things in the game change from the default you've taught them.

6) Review. Yes this again. At the end of a session you want to have them recap what they've learned. This isn't about catching them out, this is about reinforcing what they've learned and also getting them to say what they think they've learned and such. This can be a great way to spot when they've picked something up incorrectly; or perhaps got part of it but not all or have missed a subtle meaning or such. 

7) Get them to think and play not just parrot you. Ask them questions, ask them their thoughts and ideas. At the end of a session; at the end of a turn ;at the end of a phase - after they've acted get feedback from them. What they thought; why they chose to do certain things; how certain things happen; what they are thinking might happen next turn etc.... 

[nuttyknatty]

Great points @Overread.

 

 

[nuttyknatty]

11 hours ago, Overread said:

When introducing rules it is a good idea to layer them as you are so that they learn a little bit each time. However when you add a new component it should be added in full. Eg if you add a mounted lord than mount traits and all the rest should come along with them. Otherwise you're asking them to look at the rules as reference but to ignore certain features. This in itself can prove confusion because you're asking them to ignore some bits and pay attention to other bits. So mentally they've still got to devote thinking to ignoring bits they've read. It's much more fluid and easier to introduce it as a whole and use the whole. That way they aren't sitting there thinking that they've got to avoid using certain things or use certain things or wait when I can I use this thing? etc..

So my feeling is that playing with the big stuff early on grabs attention and creates excitement. I wanted to allow the new player to be able literally get their hands on a  Megaboss on Mawcrusha game one - even without traits it’s a great model with plenty of different rules to practice. Adding mount traits (and command traits and artefacts no doubt) are an easy addition and gel with the whole ‘adding layers’ approach I’ve taken, so shouldn’t be an issue for the new player.

 

[Landohammer]

I think this method is solid for a younger or inexperienced player. The amount of games needed really lowers as the age of the player increases though. I dont' think I would need 10 games to teach anyone over 17 how to play. There is an assumption that players will read and learn their rules between games. 

I have taught about 7-8 guys to play but all of them were either 40k or WFB vets, and so they really only need a single turn or two to get the gist of it. So in those cases, I would amend it to the below:

Game 1 - 1000pt game with as close to a legal list as they can field.  If they don't have a reasonable amount of models, I will loan them an army (usually stormcast because they are simple and low model count).

Game 2 - 2000pts (or as many points as they can field) and I bring a soft list. I play to win but I give them as much help/time/take backs they need. 

Game 3 + Normal game.

I think the "hook" for many players is when they choose a faction, and actually make some purchases. So its probably a good idea to give the player time to breath between games so they can learn/assemble their own models.  

 

[nuttyknatty]

Maybe you’re right - but I’m finding in practice I need to slow things down!

Game 5 is now just a repeat of Game 4!

Clearly the aptitude of both teacher and student have a huge effect on the teach, and I’ve certainly erred on the side of caution, but here’s one of the challenges:

Last night we played Game 4. Just by adding the Battle Trait rules for Orruk Warclans added a huge amount of new information for the new player. Two new Command Abilities, and two new abilities. Then there were new spells, and then Realm Rules.

But it’s interesting hearing how others have tackled it.👍