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?
3.
4.
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?
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
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
15.
16.
17.
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