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  • (Lenhart et al, 2010) (Project Tomorrow, 2009) (Rideout et al, 2005). (Lenhart et al, 2007).
  • 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

    1. 1. 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
    2. 2. What We Know About VideoGames…
    3. 3. 84% of children between the agesof 8 to 10 have a video gameplayer in their household
    4. 4. 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.
    5. 5. 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
    6. 6. Game On Project…
    7. 7. 28 Teaching Interns4 months
    8. 8. Starting Point…
    9. 9. Step 1: Selecting the Game
    10. 10. 5 NinendoWii’s2 Minecraft Games10 iPads11 iPodiTouches
    11. 11. Step 2:Researchingthe Games
    12. 12. Step 3:Discoveringgames thatconnect to K-8 curriculum
    13. 13. Step 4:Developingmanagementstrategies forimplementation
    14. 14. Step 5: Bringingthe games intothe K-8classroom..
    15. 15. 3 Lesson Plan Examples
    16. 16. African Safari AdventureJournalismLaura Blanco, Jami Sala and Erin Streyle
    17. 17. 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!
    18. 18. Adventure Journals Unit Lesson 1:What is an adventure journal?- Genre study
    19. 19. Adventure Journals Unit Lesson 2:What will our adventure be?- Introduction toWild Earth: African Safari
    20. 20. Adventure Journals Unit Lesson 3:How do journalists record theirexperiences?- Modeling how to take notes
    21. 21. Adventure Journals Unit Lesson 4:Let’s go on safari!- Playingthe game
    22. 22. Adventure Journals Unit Lesson 5:How do writers choose a focus andinclude relevant information?- Playingthe game
    23. 23. Adventure Journals UnitLesson 6:Writing our journalsLesson 7:How do writers choose atitle to hook the reader?Lesson 8:Illustrating our adventures
    24. 24. Our Adventure Journals
    25. 25. Management
    26. 26. Reflections….
    27. 27. 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
    28. 28. MinecraftElizabeth Pierce and Sarah Zakem
    29. 29. 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
    30. 30. A brief Minecraft demo
    31. 31. 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
    32. 32. 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
    33. 33. Our lesson: procedural writing with Minecraft
    34. 34. 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!
    35. 35. 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
    36. 36. Ticket To RideJennifer Visscher
    37. 37. 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
    38. 38. 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)
    39. 39. 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
    40. 40. 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)
    41. 41. Modeling the Ticket to Ride iPad Application
    42. 42. Lessons Learned FromImplementation
    43. 43. 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
    44. 44. 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
    45. 45. 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
    46. 46. Copies of Lesson PlansPlease note the copyright!