Fostering Academic Competition­ Ecs
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Fostering Academic Competition­ Ecs

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Fostering Academic Competition­ Ecs Fostering Academic Competition­ Ecs Presentation Transcript

  • Gail Braddock Briarcrest Christian School Memphis, TN [email_address] Fostering Academic Competition Through Games
  • All templates and this presentation Can be found at http://gailsgames.wikispaces.com Fostering Academic Competition Through Games
  • Learning by Designing
    • If you want to learn something well, teach it!
    • Teaching is but one form of designing
    • Designing activities takes time!
    • The challenge is to develop activities that students find authentic and compelling.
    • Research shows that game design is an excellent strategy for students as young as third grade.
    • Teacher finds existing PPT templates
    • and inserts his/her own content.
      • (Jeopardy, Who Wants to Be a Millionaire, etc.)
    Teacher adapts another teacher’s PPT game. Teacher makes an original PPT game. Students create their own games! Instructionist Constructionist
  • Prepping students for a constructionist experience Students play an existing PPT game As a class project, students modify an existing PPT game Students create their own PPT game in teams 1. 2. 3.
  • Structure of a PPT Game
    • Game Fantasy
      • Where will the game take place?
      • Give your game a title.
      • Write a story for your game.
    • Game Objects
      • What/who are the game characters and game objects?
    • Game Goal
      • How does someone win the game?
      • Will anything special happen when someone wins or loses?
    • Game Rules
      • What are the 2 or 3 most important rules of the game?
    • Game Directions
      • The goal of the game is to…
      • To play the game you have to…
      • To win the game you have to…
    • Artwork
  • Benefits of a PPT Game
    • Is a visually-based, behavior-oriented teaching strategy
    • Contains self-paced instructional content
    • Offers specific, logical, systematic objectives that foster individualized instruction and sequential learning.
    • Is student-initiated and student-controlled learning
    • Embraces all phases of the Mastery Learning instructional technique.
  • KID DESIGNER Approach
    • Students start by …
      • Interesting theme
      • Being Creative
      • Involve putting school knowledge to use
    • Design teams form
      • Identifying individual roles
    • Initial design
      • Must be educational
    • Design/development cycle
      • Academic standards
      • Social negotiation
    • Game day!
    Prototype Development Redesign Game Play
  • Assessment PowerPoint Game Rubric Comments: Total _____/100 ________/15 The game involves few or no strategic components that enhance thinking and decision-making skills. (0-7) The game involves some strategic component that enhance thinking and decision-making skills. (8-12) The game involves significant strategic components that enhance thinking and decision-making skills. (13-15) Thinking skills ________/20 Few of the materials, the directions, the story and the objectives are accessible via the PowerPoint presentation. Significant explanation is needed. (0-13) Some of the materials, the directions, the story and the objectives are accessible via the PowerPoint presentation. Some things are not clear. (14-17) All of the materials, the directions, the story and the objectives are accessible via the PowerPoint presentation. Everything is clear and easy to understand. (18-20) User-friendly ________/20 The game has little or no educational value in the classroom. (0-13) The game has moderate educational value in the classroom. (14-17) The game is valuable enough to devote classroom time to playing the game. (18-20) Educational Value ________/20 The game is not designed to specifically enhance the topic. (0-13) The game has the potential to enhance the specific topic.(14-17) The game greatly enhances the students’ understanding of the specific topic. (18-20) Enhances Education ________/15 Students in the targeted grade levels will be interested in few or no aspects of this game. (0-7) Students in the targeted grade levels will be interested in some of the aspects of this game. (8-12) Students in the targeted grade levels will be interested in all of the aspects of this game. (13-15) Student Appeal ________/10 On Time Total points Unsatisfactory Average Excellent
  • Web Page
    • http://gailsgames.wikispaces.com