Article presentation 2
- 1. ARTICLE PRESENTATION By: Annett Lafferty, Amanda Siani & John Potts
- 2. Article 1: Games in Education: Teacher Takeaways ◦ Game design professor and Multiplayer Classroom author Lee Sheldon ◦ Game based learning for K-12 teaching ◦ Seek “balanced” games: where education and fun come together. ◦ Screen writing technique: “double coding”- every viewer becomes engaged from the content; double coded games and lessons are appealing to a wide audience
- 3. ◦ Alternate reality games ◦ uses the real world as the setting and allows students to alter the characters ideas or actions. ◦ Students create the environment ◦ Players collaborate to share and create their environments; builds new skills toward reaching the objectives. ◦ Role playing- students can be characters from a story they are reading ◦ A game where students deal with economics
- 4. Students as Designers ◦ Game maker: studio- https://www.yoyogames.com/studio students can create a game related to the content. ◦ Minecraft edu: http://minecraftedu.com/ a remix of the original mine craft. Students work together in a teacher structured environment. ◦ Self directed learners and allows teachers to scaffold ◦ Social learning ◦ Deals with building and survival ◦ Board games such as Scattegories ◦ Meet common core state standards ◦ Reinforce critical/ argumentative thinking
- 5. Continued… ◦ Students can create their own games in groups ◦ Fits the common core state standard: informational/ technical writing because students are creating their own rules and guidelines. ◦ Game Jams: teacher should provide index cards, dice, spinners etc. ◦ The games should have guidelines based off of: theme, component, mechanisms or play/ experience/ role ◦ Game boards with blank spaces that students can fill in ◦ Students can rotate around the room to play each other's games ◦ Brings the community together; parents/ family members can come into play the game.
- 6. Using Games for Assessment ◦ Provides formative assessment ◦ Serve as a check for understanding ◦ Brain pop’s “snap thought” also serves as a game based reflection tool; students write about their decisions made while they were creating the game. ◦ Students can also explain what they created. Fulfills the common core state standard: the ability to explain information.
- 7. - Article 2 – The Reflective Teacher: Taking a Long Look Why is reflective decision- making important? Teacher honestly asks: ◦ How did it go? ◦ What went well/ needs improvement? Learning from mistakes – result: ◦ continual improvement of teaching practices ◦ outcomes: students get best teaching practices- higher scores, ◦ Teacher evaluation high score- if document reflection & changes Professional Education Test: Most important factor of effective teachers =
- 8. 4 Things That Aid in Reflection Process: ◦Feedback from Students ◦Writing it down ◦Blog it ◦Record it
- 9. Feedback from Students Ask students how lesson went ◦ To get a different perspective on my teaching practices ◦ To develop understanding of how students felt Simple Ways to get Feedback ◦Show of hands ◦Google form emailed to students ◦Survey
- 10. Writing it Down ◦ Often teachers cannot reflect on lesson because they forgot what exactly happened... Easy Ways to Write it Down - Put Sticky notes on the lesson plan with notes - Digital planner- shortly write some thoughts in lesson in different color - Sticky notes in book at problem spot- to remember next time Blog it - Get feedback , perspective from other passionate teachers- pick carefully... - Motivation: Learning & growing becomes collaborative effort - “ I no longer feel alone when pondering changes for my lesson plans...”
- 11. Record It Author records on short Video at end of each week: ◦ What did I learn this week? ◦ Goal for next week Teacher Takeaway: ◦ All educators need time to reflect and think about ways to get better... ◦ “We ask it of our students, so why shouldn’t we do the same?” Albert Einstein: “Insanity: Doing the same thing over and over again and expecting different results.”
- 12. Article 2: Using Exhibits as Assessment Using exhibits as assessment is an alternative process for determining a student’s understanding of academic topics and content. This process involves having students create a museum-type exhibit. STEP 1: Determining Learning and Instruction Direction ◦ Teachers meet to determine the big ideas or essential questions, for each of the four content areas (math, reading, language arts, and social studies), which the students will need to address within their exhibits. STEP 2: Delivery of Objectives and Academic Content Instruction ◦ Teachers provide students with content instruction over a 9 week period. ◦ Instruction will include relevant information that will allow students to answer each of the essential questions.
- 13. Continued… STEP 3: Exhibit Creation ◦ Students create a individual or small group exhibits. ◦ Each museum-style exhibit will contain math, language arts, reading, and social studies presentations. ◦ Each content area presentation within the exhibit will include an exhibit label, which contains academic vocabulary, connection to content, and a personal connection. ◦ Exhibits can include written and/or artistic presentation formats.
- 14. Continued… STEP 4: Museum Night (Celebration of Learning) ◦ Parents, students, and teachers gather to view the student exhibits. ◦ An atmosphere of learning celebration is created. ◦ Refreshments and snacks are served, creating a relaxed and comfortable environment. ◦ Teachers and parents walk around a view each exhibit. ◦ Students present their exhibits to parents and teachers.
- 15. Continued… STEP 5: Assessment ◦ Teachers analyze each exhibit to determine if the student or student group has adequately demonstrated an understanding of the specific learning objectives for each content area. ◦ Teachers use the assessment data to determine their future instructional needs and instructional goals, for the next 9 week period.
- 16. Wrap-up Benefits to using exhibits as an assessment method. ◦ Allows students to take ownership of their own learning. ◦ Allows students to express demonstrate their learning in a creative and often artistic fashion, which makes the learning process for engaging for students. ◦ Provides the opportunity for collaborative learning. ◦ Allows parents to take a more active role in their child’s learning experience. ◦ Allows teachers to simultaneously assess a student’s academic development for a variety of content areas. Video/article dated 10/14/2014. Edutopia.org