3. James Paul Gee and Situated Learning
“The human mind works best when it can build
and run simulations of experiences its owners has
had”
4. Jamal Cooks Culturally Relevant Pedagogy
“Balance between the cultural preferences of the students and the
academic expectations of the teacher” (Cooks, pg. 143, 2994)
5. Instructional Goal
Students learn through narratives, interaction, and making connections
After completion of the video game, ninth grade history students will be able to
explain the three I’s (Internalized, Institutionalized, Interpersonal) of oppression,
provide examples of the forms of oppression, and discuss ways to counter oppression
in their own lives.
6. Students learn through
• narratives
• interaction
• Making connections
• The game can be improved
– Open ended story leads to coding for change
activity
Conclusion and reflection
7. Resources
Cooks, Jamal. 1998. Let's get it started: Teacing
teachers how to implement a culturally relevant
pedagogy, Trotter Review, Fall, 43-45
Klopfer, Eric. 2008. Augmented Learning: Research
and Design of Mobile Educational Games. London,
England. Massachusetts Institute of Technology.
Location 2148
Gee, J.P. 2004. Situated Language and Learning: A
critique of traditional schooling. New York:
Routledge.
