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  • (Lenhart et al, 2010) (Project Tomorrow, 2009) (Rideout et al, 2005). (Lenhart et al, 2007).
  • http://www.msnbc.msn.com/id/15309615/http://www.edutopia.org/digital-literacy-video-games-gamedesk
  • http://kidblog.org
  • Laura, Jami, Erin
  • Laura, Jami, Erin
  • Laura, Jami, Erin
  • Laura, Jami, Erin
  • Laura, Jami, Erin
  • Play a clip of the accompanying music (entrance music and game music)
  • Spatial understanding, places and regions, and human systems are all elements of geographic understanding (Lee, Visualizing Elementary Social Studies Methods, 2008)
  • Have a game set up for four players (Erin, Jami, Laura, Liz, and/or Sarah), and model some of the features of the game and the language that you can encourage students to use while playing the game (this shows that it does not need a lot of set up, which is not a feature of the Instructional Applications that I created), such as cardinal directions in which they are moving and the approximate distances they are traveling.

Game on macul_final Game on macul_final Presentation Transcript

  • Game On! Liz Kolb @lkolb Clinical Assistant ProfessorLaura Blanco, Elizabeth Pierce, Jami Sala, Erin Streyle, Jennifer Visscher, and Sarah Zakem University of Michigan Teaching Interns
  • What We Know About VideoGames…
  • 84% of children between the agesof 8 to 10 have a video gameplayer in their household
  • Doctors who spent at least 3 hours a week playing video games made about 37% fewer mistakes in laparoscopic surgery than their counterparts who did not play video games.
  • Why Everyday Video Games? Games teach skills that employers want: analytical thinking, team building, multitasking and problem- solving under duress. Unlike humans, the games never lose patience. They are second nature to many kids. Theres already an audience; more than 45 million homes have video-game consoles. At-Risk students have shown to benefit from building their own video games
  • Game On Project…
  • 28 Teaching Interns4 months
  • Starting Point…http://gamingintheclassroom.com/
  • Step 1: Selecting the Game
  • 5 NinendoWii’s2 Minecraft Games10 iPads11 iPodiTouches
  • Step 2:Researchingthe Games
  • Step 3:Discoveringgames thatconnect to K-8 curriculum
  • Step 4:Developingmanagementstrategies forimplementation
  • Step 5: Bringingthe games intothe K-8classroom..
  • 3 Lesson Plan Examples
  • African Safari AdventureJournalismLaura Blanco, Jami Sala and Erin Streyle
  • Why African Safari?Real experiences are more interesting andexciting to write about. Students will get toexperience a “real” event by going on a digitalsafari through the use of the Wii game system. …it worked!
  • Adventure Journals Unit Lesson 1:What is an adventure journal?- Genre study
  • Adventure Journals Unit Lesson 2:What will our adventure be?- Introduction toWild Earth: African Safari
  • Adventure Journals Unit Lesson 3:How do journalists record theirexperiences?- Modeling how to take notes
  • Adventure Journals Unit Lesson 4:Let’s go on safari!- Playingthe game
  • Adventure Journals Unit Lesson 5:How do writers choose a focus andinclude relevant information?- Playingthe game
  • Adventure Journals UnitLesson 6:Writing our journalsLesson 7:How do writers choose atitle to hook the reader?Lesson 8:Illustrating our adventures
  • Our Adventure Journals
  • Management
  • Reflections….
  • Opportunities across content areas…• Science: habitats, animals, ecosystems, science vocabulary in context• Social Studies: geography, regions, topography, human impact on the environment, maps• Additional Literacy: descriptive writing, informational writing, oral reporting
  • MinecraftElizabeth Pierce and Sarah Zakem
  • A little bit about Minecraft Essentially a digital 3-D ―Lego‖ world! Single or multi-player 2 possible modes:  survival mode  creative mode (we used) Not free - $26.95 to download
  • A brief Minecraft demo
  • Why we chose Minecraft Student interest  Rave reviews in an informal class poll  A chance to engage in what our students know and love Accessible  Runs on desktop computers available in almost every school Open-ended teaching tool  Teacher guided – concepts  Student centered – task based  Can integrate CCSS
  • Our lesson: procedural writing with Minecraft What we did: • Phase 1: Students explored Minecraft and chose a procedure • Phase 2: Teacher modeled how and when to take screenshots • Phase 3: Students went through the procedure and took screenshots • Phase 4: Students wrote procedural texts using screenshots as a framework
  • Our lesson: procedural writing with Minecraft
  • Our lesson: procedural writingwith Minecraft Student reactions: • Students engaged in the material because Minecraft is a fun game that they enjoyed playing. • The activity enhanced students’ learning of procedural writing techniques. • Students identified steps in the procedure using screenshots as they went through the material. • Potential for differentiation • Choice of Minecraft procedure • Procedural writing process • Students were able to extend their learning by experiencing a truly authentic purpose for their writing. • Students took ownership of their work!
  • Implementation and Management What we did that worked:  Materials  Choice of project (accessible to us) What we might change:  Thinking about our resources:  Center-based vs. whole group instruction  Thinking about our students:  Timing  Pacing
  • Ticket To RideJennifer Visscher
  • Background: Selecting the Ticket to RideApplication for the iPad  Selected this iPad application because I enjoy the Ticket to Ride board game  Wanted to find an iPad application that would be age-appropriate for upper-elementary students  Interested in finding an iPad application that would engage, enhance, and extend students’ learning about social studies  Impressed by the audio/visual features of the Ticket to Ride application for the iPad, especially the accompanying music
  • Rationale: Educational Affordances Pros: age-appropriate for upper-elementary students; students can learn the basic rules of the game relatively quickly, but developing a game strategy (problem solving) takes additional time (this could help students stay engaged with the iPad application over a long period of time); students can play against others who are present in the same physical space or against computer robots; there are lots of interdisciplinary connections across the curriculum (mathematics, reading, science, social studies, and writing) Cons: the game takes some time to play; the instructional applications that I created take some time to implement (e.g., it was hard to generate quick tasks with which students could engage); only five players can play at one time (both the board game version and the iPad application)
  • Using Ticket to Ride: Engaging, Enhancing, and Extending Students’ Learning Can engage, enhance, and extend students’ learning about geography—spatial understanding, places and regions, and human systems  Spatial understanding: children need to understand space and relationships between things in space  Places and regions: children need to understand characteristics of places and regions, as well as the distinctions of these areas  Human systems (made of up people and their cultural and settlement patterns): children need to understand three forms of action—movement, cooperation, and conflict
  • Planning with Ticket to Ride: Unit andLesson Planning Instructional Application 1: ―Tour Books‖ of American and Canadian Cities (social studies and writing unit) Instructional Application 2: Creating a Map Scale for the Ticket to Ride Map Game Board (inquiry-based mathematics lesson) Instructional Application 3: There’s a Train a-Coming! (interdisciplinary thematic unit)
  • Modeling the Ticket to Ride iPad Application
  • Lessons Learned FromImplementation
  • Congratulations! What Worked Well! Establishing clear behavior guidelines Co-constructing rules and expectations with students Make it clear at the beginning that everyone will have an opportunity to experience the game (ie. Playing at recess) Authenticity of purpose Model processes and give examples Letting students explore the game before they engage in academic material
  • Game Over…What did Not Work Well! Time limitations made it so that we focused more on using the technology than on the writing process Not knowing what we were getting into (some games are more challenging than others) Expecting too much or too little of our students
  • Hints and Tips for ImplementingEveryday Games… Find out what students already know/use Set up and practice using the game system in the classroom before the lesson Know the aspects of the game that are likely to be accessible to all students as well as what could be challenging before introducing it to students Consider your resources and what is reasonable for your students
  • Copies of Lesson PlansPlease note the copyright!