Gaming with the end in mind
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This document discusses the importance and effective integration of gaming in education. It argues that games can motivate students and help develop 21st century skills when integrated thoughtfully with pedagogical goals in mind. Some examples provided include using the game Expedition to teach geography concepts, the game Civilization 4 to teach historical concepts, and the game Climate Challenge to teach about climate change. The document emphasizes the importance of reflection, using games for formative and summative assessment, tying games to learning standards, and providing context and debriefing around game play. Teachers are encouraged to try out games themselves first before implementing them and to focus on enduring understandings rather than being too restrictive.
Gaming with the end in mind
- 1. Gaming with the end in mind Sol Senrick http://www.todaysmeet.com/Gamingwithsol
- 2. Enduring understanding... Gaming should be part of student learning through thoughtful planning and pedagogy Eq: How is gaming important for student learning? Eq: How does one integrate gaming effectively pedagogically?
- 5. Why games? (or why not?) Motivation 21st century skills, content, concepts Reflection Personalized learning experience Teachers (ISTE's NETS Standards)Students Inspire student learning and creativity Develop digital age learning experiences Model digital age work Grow Professionaly
- 7. Let's play a game Expedition the game (google it!) How far can you get in 5 minutes Be ready to discuss your experience: share results, strategies, frustrations
- 8. Reflection What happened in the game? What content and skills could be learned? What difficulties might arise? What do you like about it? How could you extend and apply knowledge beyond the game?
- 10. In class application? Anticipatory/hook Skills and drills Content Contextualize other learning A whole unit!
- 11. Geography (skill/drill) Unit on 5 themes Initial formative Students set goals Tracked progress, short class time Summative assessment grade based on goal attainment/reflection
- 12. Bbc Climate challenge (Content/concept) (Content/concept) 5 Themes-HEI Complexity management, critical thinking, information literacy, creativity Reflections Research posts
- 14. Civilization 4 Historical concepts Eu--events and technology in history have shaped beliefs and cultures in various ways Focus on creative thinking, critical thinking, information fluency, collaboration, managing complexity... Kids play tutorial Set goals, use civilopedia to develop goals, reflect Mini-lessons: Diffusion of Buddhism//diffusion in Civilization; Golden age of Islam//Golden ages of Civilization; Unit
- 18. Case study--colonization Played it many hours.... Saw various connections to standards Parallels to British Imperialism in India More fun and different then previous units Readings done outside of class Mini lessons and reflections on game Content activities and learning tied to game Final project combines both
- 19. Let's do it! Find some games Play around Determine application Plan Implement with students
- 20. An Approach to Using Games Find them, try them (play with a partner!) Analyze them (fitability, usefulness, skills, content...be open minded!) Plan them (instruction/assessment) Introduce them to students Debrief them (important) Assess them
- 21. Playing Games in School: Subject chapters Science: 89-112 Math: 120-139 lA: 147-165 Social studies:173-196 Health/fitness: 203-222
- 22. Assessment Formative and/or summative Be deliberate in the learning objectives, but not too constrictive Focus on enduring understandings, content standards, approaches to learning, 21st century skills Use questions and rubrics Feedback: teacher and student
- 23. Sources/readings Betrus, Athonky K. & Botturi, Luca (2010). Principles of playing games for learning. In A. Hirumi (Ed.), Playing Games in School: Video Games and Simulations for Primary and Secondary Education (pp. 33-56). Eugene, OR: International Society for Technology in Education Bolkan, J.V. (2010) Playing Games and the NETS. In A. Hirumi (Ed.), Playing Games in School: Video Games and Simulations for Primary and Secondary Education (pp. 33-56). Eugene, OR: International Society for Technology in Education Ray, B., & Coulter, G. A. (n.d.). Perceptions of the value of digital mini-games: Implications for middle school classrooms. Journal of Digital Learning in Teacher Education, 28(3), 92-99. Watson, William R. (2010) Games for Social Studies Education. In A. Hirumi (Ed.), Playing Games in School: Video Games and Simulations for Primary and Secondary Education (pp. 33-56). Eugene, OR: International Society for Technology in Education Whelchel, A. (2003). Using civilization simulation video games in the world history classroom. World History Connected, 4(2), Retrieved from http://worldhistoryconnected.press.illinois.edu/4.2/whelchel.html Digital gaming on Scoop It
- 24. Let's connect and learn more! @Solomonsenrick (twitter) senricks@asbindia.org asbunplugged.ning.com group: Gaming with the end in mind Todaysmeet.com/Gamingwithsol