Gameful classroom description_math_land
- 1. What is this? • T is a r a tno t G mf Ca ro W r hp o h is pe r io f h a e l ls m ok o t pa re u so s a w l a ic att gtoko t cso m o ec l a pr ipn o e t nwh ls o s fah l l t o s e ar ohr r rot eett hv m r t eo d cs n t pio t h vn (o ae oe im f is s ) e e r u io • P a f oth t p t ad ed bc s l s il u t e le n sn it ak o ee l is m a se rin@ as r o - s u e y .dt d g hn- e w t t b June 4 e b d in it .d • C n cu f ay us n, o cus ot t so n qet s for a r io e
- 2. How to use this document • Ec s e a ie ait ad qetn ah l cr s te n a us id r l io • F oth s e oas e t qetn il u t l t nwrh us l e id e io • “Ca ro ” s nso ay dctnle p ls m t d f n eua ast so a r io u • Cet ml ls e pr us n re r at s e ifornwr ed m r sae r e uip l s e qet o r omth l s yu as e nes oe pc a t e id io f e id • Fef e oigoe e t t blt o tad u in iar s ae/e lk wa vr ele t nr dle h ue p in n pt d g m/ gs bins ht e r / e e l s a im w / e int d r adio s a o in ditn e • Fr ah us nyu a adut rle wh up r g ou etg ae bf e o ec qet , o cn d f h s s it spot / cmn imgr e r io r e id in d in y o/ ae o cus fr for t, e • Ih sut e C r u m l rin mt ia– sae …)d e nt oko yuf l f e t c r ( ur l – e n g a rl pc – t r u ic u a e os o wrf o, e r e f e o t c r yu s e ay a yueletlw yu op ra yu cso m r t sut e orl s n wy o f bsa s o t ot y orls o . e r u id e lo r ar Btrt cvrh qetn w poidd d in s, ifos l u t o oe t us s e rv e in o g o p s e y e io ib • On cnidr io: J t y ie in yu s e, aohr l os e tn u b v w g orl s nt y a s id e eua rhu b alt udrad hto‘r d in dct sol e b o ne t wayue o g o d e sn
- 3. My school, Beacon Day Treatment MathLand Kate Fanelli T e a e l ls o W r hp h G mf Ca r m ok o u so s G ms erin Sc tEua rSmoiu 21 a e La g oie dct s y psm 02 n y o J e 221, Mdo, W cnin u 1, 02 aisn is s n o
- 4. Ridiculously bold claim R l t t a e et ss a e c n l r r n uia icl ua en s h t l y ar whu hsa n ht g e it t eitio t e o t a Mt ad t bsad ot a Ln ish etn m s h e ej alwyol r ad n yb a t e n n o e a udrad a . ne t mt sn h
- 6. In a nutshell Fs s t ad a nl qir etf t cuss r ir, te n nt ar ue n o h or a ta io e m s r e e e ogn e in “l e.” Ec l er r eta k o c sl r izd t e l ahe l pe n s lrl e a o vs v e s s il o y ra d ru o s l eue f t cus. e t g p fks qir o h or le o ilr d re e
- 7. In a nutshell Scn, ec l ehs cmoet lsn xr e eod ahe la 3 o p nn : e o/ e iss v s s e c ( adtr , pate rb m ( p nl s edd, ad mna y r ic po l so t a a nee) n a o) c e io , ms rt tmsb 10 cr cad o p t whu a e e ( ut e 0% or tn cmle it t ty s e ed o hmn e ) u a hl. p 7
- 8. 8
- 9. Rationale • Ier MrPes s t tot g k s e b u gms ha a r k a h w h s id l aota e d c ny y e in ik a l e g p n aa r Inw cu es inop r e r e l u ad vt s ke Iol a y croa e v in a. d il t t s in cso m eig. h e t ls o dsn e o ar • I a sug g it cn uyaedne a ig rb m, wst gl wh ot it( t nac is b po l ) r in in t e s l a e (h t dny twr jt ok k ms r t e ec iso a u wr il t y e n d s po utn o p tn, ad oivtn nt uh oivtn rdc / mlio) n m ta ( o mc m ta io c e io io t jt oed spe o wrwh oed sh . T is ou d nls il f ok it n n in igt h s e s ) dsn dr sd hs is e. eig ade e t e s s s e u • I at t a w t ett b sl ae, r e e ir tn wn d o l s dn o e e- cd e iv de ad e l u s o fp c c iniv ul d sutnad u t f u o l rin nw d ida e int c , n pth o s ne n g e iz r io e c a s l f wr m vmn ad poe et ks o a oe etn imrvmn il– r d .
- 10. Inspiration I am not a gamer, so I needed to do a lot of research on game design before building MathLand. Most of my inspiration came from authors. I read their ideas and I knew I could do this. So many great points to consider and incorporate…
- 11. Major Sources of Inspiration A do n, f cus, or e m y s dn t et u s 11
- 12. • Lan b u gm dsn n h w apa t p yr l res er ao ta e eig ad o itpel o l ese nr s a /a . • I op rt inocr u m eig (ee , aa r s tse .) n roa t ur l dsn l l vt s t u, t c e ic u vs a , a c • Ip mn in ls o ; clca ednems r ad ok ml et c s o m oett nac, a ey n wr e ar l t t cmlio dt A d tk n t eitt b dr s o g. o p t n a . d s y oe d so ine a yu o e a ic • Mk cr c n. C nine ed g o k t in r te ae or t s o t u rain b oso f m h e io o poes rcs.
- 13. Building block: Curriculum • Ir t ad u o th cus rqird t drs n pt pine n ct u te o r eu e s nad ad u d e a te o n t ad. hm n oe rs c • Iot te b imot c ( o f na nlhy r t sr d hm y p r ne h wo dt ate ae o e a u io ohr kl, ad obit ( a d n bits f y tdns te sil) n “d ail ” bs o ail o m s et s y e ie u – I athm ohv er sces wn te t ae al ucs . y ) • Iru te inol e – smt e j t n is l e go p hm t e l o e su o e ae l vs im s v, smt e m r ta o e o e s oe hn n. im • Iu te in l icleuniaodr pthm ao asqetl re. g Game design principles: levels, points, and Gee’s “semiotic domains” and “Regime of Competence”
- 14. Building block: Teaching • Irv e irc pr nl s ut n s edd oso poid d et es aint c a nee t h w , o r io s dns OW t d a kl H it imot tn co t etH u o o silW Y is p r n ad o l , a , ad E ON T A E h cnet n t te el olo n D M S R T te o nc so h rawr r io d ohr a . te mth • Iiru t ao n te o m ocek o s dn l rin, c cle rud h ro t hc in n t ete n g a u a cekee a te ae o p t , ad fr e t hc l l shy r cmle n o e hl o vs ed f p s dns h ne it t etwo ed . u • A t wapinip s ue t cin, I o lle oqoe so ht r c l Is in e h g wu ik t u t e a d J e PuG erm is o k ht idoG ms ae o a s al e f h b o “W aV e a e H v t m o T ah s b u Leay n Lan g o te et s e. ec U A o t it c ad erin” n h nx 2 l s r id
- 15. Good instructors help as students go along so that overt information has meaning “Rt r s ru mme a d cvrgh g t og t ir w a e a g p e br r is e t sh uh h o n h, o s e o in in r e atit t go s ne sutro e u, a essh por s c y h o d c c int c cms p s s t rg s iv , e ie r o s e e e t y r mk g n t f itl so t pt d w wic t y r h a ain ad h r fn s fh a s o n h h h a e e e u ue e h e e poed g t ir qir ad hn ivs vrin r a n ht , a rcein in h inuy n t ge oe f mt t is t e , e t o io a t t o t s l T e sutrivs ru mme in r a n ht h p in ua e h int c ge g p e br f mt t a , b. r o o s o io a f il t t irut r oe et o n f itla t y r aed a ite h f h m vmn d w ar f pt h a lay c a s e re uu h e e r o, o snshm o n ra d u m r f itla t n h oe n red t d w ae t bt oer f pt h t n e le uu h a e o wic t y ae it re t m ot k b u a a et fh n h h h hv h, o gt h t h aotn s co t e s e in p e peo eo t y r ineta ghthy ae o ytos e d hnmnn h a vs t t t hv nte cnidr e e ig in a e e bto wic t y r r d ad ip. A dinedae sc u f h h h a e y n re n, de, fruh r e e a t e b d d qir t r a ee t e we l re ne ad r mo ie inuy h e r vn ims hne nr ed n a , e e a s e r d f l t e. T e a nw b t ge go mn o t e yo e u s hy r o al o iv a o d ay fh a r cr e e e wrs n pr e in h l t e it t ad mo ie mains od ad ha s t e u su e n e b d d en g s e cr ad t og t ir w mn limlios f r e adu r atn.” h uh h o n et s u tn o f mrn fue c s r e a a o t io 15
- 16. Learners don’t realize they are learning, or how difficult it is if the lesson/video game is well planned “T is wais aiclb u l rin in o d idogms h is ht mg aao te n g go v e a e – a ad go c s o m, to– l res r n tlas vry n in o d ls o s o e nr ae o a y oet ar a w l a ae fh f ththy r ‘l rin,’ h w uh hy r wr o tea tate ae e n g o mc te ae c a l rin, o h w if u it . Lanr ae medd a e n g r o df l is eres r e bde in a ic t d min a e ioic o a le bac o siec o a o d o a ( sm t d minik a rnh fc ne r go v e gm)weeee we te aeerin ( n s c ido a e hr, vn hn hy r l n gad ine a te o a gtpors e hre, te ae las h d min e rges l adr hy r a y s iv y w l rin) te ae t in h d mins l mme o te e n g hy r s l te o a , t a e br fh a , il il t m ain y ru) s lc ay l in te a eee if e ( f itgo p, t at l p y gh gm, vn a f il u l a o la a e b ’.” n s ‘nwie y 16
- 17. Building block: Learning material T re o p nnsoec l e( a d oe n s ut nl he cmo ett ahe lbs m r o int c a v e r io dsn r c l ta gm dsn r c l ) eig pinip shn a e eig pinip s e e 2.esn wh l ees y f mt n n ea p sad f Ls ( it a ncs r in r a ad xml ) n ae o l a o io e w eece t pate xrisso rc .ic 3.rc e a nee ad r pio aiftdns at rc e Pat ( s edd n/ o t nl s etwn pat ic o u ic byn te xriss r te t ada te a eyet ay eo d h eece o ifhyr n f h ms r t mn y il t s t e) ims 4. a eyetmy s ay eo re ht n t u a ad ut Ms r t ( a ue n rsuc tais o hmn n ms t s b 10 cr cad o p t . Qus n ae te a e e 0% or tn cmle e e) et s r in h s io m f mtsh eece ad rc e rb m. o aa te xriss n pat po l s r ic e
- 19. Space and Materials • Mt ia, inl in l e , ae e- ev t ao a rl c d ge l r sl re o vid e s u vs fs inerpio s te e- ae ev o mn. t ut n in h sl cd nirn et r fp • M a isoet lh p siv l rin ev o mn ta y im t s b a oitee n g nirn etht a is a cm uict a a ad rdc e t opee o mn a s s e n po ut a shr. e f iv m 19
- 20. Building block: Activities A tits f anr my vl t d io al sn, po c c ie o l res a ino e r it nl s s rj t iv e v a eo e bsd xeiecsgah g a u tr pla n, ue f a epr ne, rpin cl lo ap t s s o e ca ic io mn u te, dtclc ninenteerhe . T e aiplivs a oet , t e rsac, t hy a a l io r c my e o prte r d ida a b co ea o iniv ul iv . A tits r bsdaa , o pinip s isusd G e c ie ae a , gin n r c l d cs in e’s iv e e e b o ao t medd en g T e xedd u t f m o k b u “e bde main.” h et e qoer n o te o k htu e m is n h nx s e h b o tagidd e o te etl . id
- 21. Abstract systems grew from embodied experiences. Students need to probe their world, form hypotheses, and reprobe. “Main is a rlit t , ad mo ie ifn we it ue lA saty e s en g mt ia su e n e b d d ad hn is sf. bt cs t e , ad u r sm oig a gthir en g t og sc e b d d xe ne f t s wor l rinl o t mainsh uh uh mo ie epr cso h e h e l ly e r ie ro ay udrad hm A satn iss r ul ot fh g ud fit t main ad ne t t . bt c re g da u o t r n o su e en g n sn e r io a l y e o ad pate n r un t r f m im t t eo it mainlsom shmn e g r ic ad e rsh er t e o im, r is en g st ot u a bins c t e o e . Bcue idogmson e ee p yh nt e f en g sit t ad eas v e a e s icl xml t a r o main a su e n y if e u ad e b d dt y r aocpb o cp rg ad lw g le t pate a mo ie, h a l aal fat in – n a in p yr o r ic – e es e u l o a s c poesht t hl a o ‘r l te r tein r sik l , md in, t cin, a , rcst ish a r fee iv pa ic’ a a l a eic e e h g r a e l k m fc c e ew a t o ay t rr we t r a eprpat nr P y g go v e gm l rn oh a a hr h e r xe r it e . lin a o d ido a eik e e e e e t c io s a e D u E wleue t p yroegg in h fl in f rt poes 1T e e s x e r ir h le t nae t oo go - e rcs . h lq s e a e lw usp : p yr ut rb t vt l ol( h h vl so k g rud h cr n le mspo e h ir awr wic ino e l in a n t ur t a e u d v o o e e evomn c k g n o e in, o egg g a e a atn. 2Bsd n nirn et l in o smt g r nain in cr in c ) . a o , ic h t io e r l tn he rb g n ae a , t p yr ut r a y oh s aot ht ee io wilpo in ad fr r h le msf m h p t e is b u wa fc tw d e a o smt gaet b c a if t vn o atn m h ma in ue l sut wy o e in ( t , o j t r a , eet rc ) igt en a sfl it e a. h x e, tc , io uy a d 3T e le rpo e t wr wh ht yohs in in, se g ht fch o . h p yre rb s h ol it t hp t is m d ein waeet e r a e d a e f se e . 4T e le t a t eetsedakrm h wr ad ceto h gt . h p yrr t h fca f bc f t ol n acp r s a e s is f e o e d s rt in sh o hr rinlyohs. eh k is r e oig ahp t is e ” 21
- 22. Building block: Assessment A a , Iid o ue n pr u r a e eig pinip s gin d n t s ay at l gm dsn r c l in ic a e dsn gh a es et T e s s etinl e eigin te s s n. h a es ns c d: s m s m u •C ek g ahesn xris cmo et md ty p n hcin ec l o / ece o p nn im eia luo s e e cmlio ad e r m v gh s dn t te a eyet o p t n n bf e oin te t eto h ms r t e o u t s •Ams r t tth ed fahee cekd md ty a eye ate n o ec l l hce im eia l t s v, e uo cmlio pn o p t n e •Obevt n adomte s s ets c cle te sra s n f a a es n a Iiru t in h io r iv s m a ro om •B il g n s t id s nad e a es et ud ad t e e t drizd s s ns in aw a s m
- 23. Effects • I ra d oivt n W h st u br f vl n es m ta – it a e nme o l e , c e io e s s dns ae n n in it I tdns an 0 p ins t ethv a ed se f ueter 10 o t u . s bf e h ed f mrin pr d hy a s p ok g e r te n o a ak g eio te my t wrin o o f te ur r r ep ok gogt ha s ro te o h qat o ke wrin t e a ed t t n h r e a nx qat . T ee r eul m ta go s dns et ur r hs ae qay oivt f t et e l in r u . • I ra d kl a ey S dns ut o dm nt t n es sil s r – t etmsn w e o s a c e mt u re ms r t er te gae Se siml bt it tis a eyo an hir rd. em s p , u wh h t e seiap plio , l re hleses n l sl s e pc lo u t n e nd e l nsado e- t m a a ps w f e e hv cue mn t blv gae ae and y o in, ae asd ayo e e rds r ere b h p g ie mye rin, ad ut g ec t pprbt OTb ab t g n pt pnilo ae, u N y in y l rin. e ng a
- 24. More effects • I ra d co nail ad o t u y S dnst cm n es acut it n cninit– t ets lo e c e b y u il in n a ifhy r m s g n wr. N p. T e ae n ad s te ae is ay ok o e hy r o k in te a eeete wr we te lt T ee n mk h s l lhy ee hn hye . hr is o ae m v f u wr. B hr, l r te klin re, ad e o s a p ok e ee e n h sil odr n dm nt t a s re ms r. a ey t • I ra d dpnet ok n gae rcin – W h h n es ineedn wr ad rd t k g c e a it te s p gain ss m n sl ain, s dns a et te iml rd g yt ad e- c g t etcn ne h e e f p u r ro , gtt t , clcmt ia, ad e hlwhite o m e s r d oet a rl n gt e it l l ae l e s p t inevnio f m h t ce. As, s dns eod t et nr te e hr l t etrcr r o a o u cmle a igmns n hir w gae rcesote o p t s n eto te o n rd t kr s hy ed s a a as n w o te ae o g l y ko h w hy r d in. w 24
- 25. Even more effects D sit inra d co nail ad mhs o sil ud g ep e ces acut it n e pa n kl il e b y is b in vr s ok o p t nm ta n s lp S dns n y es wr cmlio , oivt ist u. t etej u e io il u o l e g pte rc t gto10 oer f e im o a e l u, hy ae o e t 0 t anr t e r v in e ha s r ad hy is te vt b ad ocek n hir ed t t n te vith aa r or t hc o te a, a pors rges . 25
- 26. Still more effects • I ra d t drizd etcrs Iu tis hr n es s nad e t soe – pth in ee c e a s bcue is n p r n mt f sm po l Frh eas it a imot t e ico o e ep . o tis a r r e p plio o s dnsIon th k t drizd et o u t n ft et d o tin s nad e t a u , a s soe ae vl wy f esr ghir bits crs r a a a o ma in te ail . id u ie N nte s s nad e t tcrs ae o e p Ia’t o e l s t drizd e soe hv gn u. cn he, a s mk a elt is ac im hth is e t t MtLn, ae ras tt ll tatis rle o a ad a ic a ad h bt ’s ic tate wn u. u it n e hthy et p 26
- 27. Last effects • Bt r eaio – Frh p plio o s dnsbhv r e e bhv r o tis o u t n ft et eaio t a u , is mj pro te porm MtLn hs eu e in a a r at fhir rga . a ad a rsld o h t m r t e c sad rdc e ok im. Iaoao s oe im in ls n po ut wr t e tl lw a iv s l s dnsodm nt t ineedn wr sil ad o t ett e o s a dpnet ok kl n t u re s wr co ea e . Fr u s dnsod tis ito t ok o prt l o o r t ett o h wh u iv y u inidn is snicn eet f a Ln. c et a igifat fco Mt ad f h • S dns c ay n y o pt gin posc lr nl t etat l ej cme ( a r- oia f d , u ul o in , ie y ad prpia mne)t se h cn eir t fis a n apo rt anr o e wo a b fs o in h e t l e o t gto10o t cmle cus. e l ro e t 0, ro o p t a o r v, e e 27
- 28. Challenges • On uy as hnos ftdns ed e ita b a bs dy we l o s etne hl cn e t u p l loewe in ad tdns ae owit ite vr hl g n s ethv t a. t m u • Alh l e msb wit n n pine bf e h fs l ee l ut e rt ad r t e r teir t vs e d o t dy flsiday s it arn l ddom f s n a o c s( el) o ’s f to e f o l s a l, o a r eo p nin f sr. l n go ue a r • I ut g rdsrm h MtLn gain sa inoa n t gae f te a ad rd g cl t p in o h e wbbsd yt taacps n pret e mas e- a ss m htceto l ecna s en I e e y g hv t falitut l lb t gt t wr. ae o ing j aite ito e ito ok e s t • G t g tdnsprns n s f oudr ad h e in s et aetad tf nes n te t u , at t df etomt t e o sm gbt ne hy ifrn f aisim cnu in, u o c te e r udr ad , te le . T e s it ae sne Y sit nes n it hyik it hy a mkses. e, t y d e. os
- 29. Good Practices • Lt g t et“l eu” hs okd c d lwl e in s dn e lp a wr inr ib e. t u s v e e y l • Bil g s t l cl e s kr os n ad ae vt sf ud in tu ik o r t e d to hnmd aa r(o in a s e o d ic a r ms r l e ad ost tt nac) ad u in u cr ict a e de l n cnis n aedne n pt g p e ifa s t e vs e t t t e in h hl a ( a d n pr in t cl o yu s kr osis t a ybs o ug d gh o r fort e d t e l w e a e o ic ) aosrrinlm ta go s dn , epcl cnidrghy r l upisg oivt f t et seia os e t a s y in r u s l y in e e pe y uhr ad r ed r tmc f e n pe n. t e t • H v g n n in igt oivt s dn t ke wr g It o ain a ed sh m ta st et o ep ok . n h l e u s in e d s t , fisin er mat hd ocm u wh o e in ee o y e inh g ay en Ia t o e p it smt g l t sm l h s f t t e Ia se h rut t a e wu n wrhr ilh im. cn e wye c n l r r ol ’t ok a le l a ens d d eog t byhme e et wr nuh o u t sl s x a ok e v r . • T e a e t t ok inr ib wloesr nw k aa mn h ms r e wr c d l e t nue e s ltin et ty s s e y l il t . I lh s dn t th ee iss n pate r f l rin, bt tl e t et h t xr e ad r ic a o e n g u et u s a e c c e ra t ms rt t t so yu aeere itn t t wat y h a e e iso hw o hv l nd ad h ’s hth e ty s a a e er p in f . I ae sne n it ok a o t o t kses ad wr . n s r m s
- 30. As students earn status by mastering levels and attending class, they also earn certificates in the Hall of Fame. This is cumulative, tangible evidence of their achievement. This concludes your tour of MathLand. Thank you for visiting.