Game Scenario/Script - School Safey

Below is a link to a PowerPoint presentation on a game scenario which involves school policies and procedures. 

http://dl.dropbox.com/u/60651445/Game%20Scenario.pptx

Enhancing teaching and learning through the use of Edmodo

• Students can chat and collaborate in real time sharing their opinions and views on a given topic.

• Students can share examples of their work for assessment. 

• Students and parents can access classroom work if they are not present or view what topics will be addressed in the future.

• Students can upload work directly to the teacher for grading.

• Classrooms can connect with other students from other schools to broaden the learning environment. 

• Teachers and students can work simultaneously on writing prompts giving immediate feedback when necessary. 

Philosophy of Using Games in the Classroom

Games should be incorporated in the classroom setting.  Playing games encourages the use of strategy, planning, coordination, and higher order thinking skills depending on the type of game one is engaged in.  These skills can be applied to real life situations and games are a great way of getting students excited and motivated about a particular subject.  Learning that occurs through the act of play can appear less intimidating, more fun, and can even provide a level of engagement not produced through traditional modes of education (ie. chalk and talk).  Many skills including digital media literacy and online citizenship can be developed through game playing or game designing scenarios.  In addition, implementing these types of programs are relatively simply from a coordination perspective because all schools have access to computers and the Internet.  Even districts that feel they have a greater digital divide can utilize student friendly game programming sites because they are often free.  I think if we don’t utilize games in the classroom we are certainly missing a profound opportunity to engage our students in a way that has a positive influence on their digital future.   

Teachers Using Games in the Classroom - GameStar Mechanic

Most students play games either on their cell phone, personal computer, or in a school setting.  As educators have become more keenly aware of this, they have started integrating the concept of game playing as a way of engaging students.  Games don’t simply teach strategy.  Game creation allows students to think analytically and test theories.  Through the act of playing, students are designing and creating solutions to problems, testing their ideas, and sharing them with others to get feedback about the work they produced.  All of these skills are critical to a 21^st century student and necessary to possesses in order to compete in a global marketplace.  In addition, game design promotes student engagement across all subjects through a medium that is easily accessible.  If a school has computers and Internet access, websites like Gamestar and Scratch provide free, basic game design tools to get students started in the process.   There are a lot of cross-curricular opportunities in game development as teachers can focus on various components that make up the gaming process from story telling, to programming, to the aesthetic qualities.  The game platform provides a way for ELA teachers to discuss character development, parts of a story, genre, setting, etc. all the while encouraging students to create these scenarios on their own.  Teachers use games in the classroom as a way for students to problem solve, develop ideas, test their ideas, and collaborate with others. 

Using Edmodo to Enhance ELA Instruction

Creating an account on Edmodo was rather simple as was navigating the site.  For this reason alone, I think this is a great resource as a teaching tool.  Another benefit is the look and layout of the site.  Edmodo uses a format very similar to Facebook, which most students are familiar with.  In addition, parents can have access to the class site, which provides real time communication of assignments.  Students can use this site as a way of communicating questions for homework assignments, blogging with classmates or small groups, and can also provide a meaningful way to collaborate with other classes for a multi-disciplinary approach to education.  Students who need differentiation can benefit as reminders can be provided individually or via the groups.  Another benefit of the site is that students can practice appropriate online communication.  Finally, one issue we have been discussing constantly this year at our district conferences is the importance of documentation of student work when the new APPR goes into affect. Through Edmodo we can create student portfolios, track group discussions, and have immediate access to it all.   

Shared Article on Technology and Adolescence

http://www.nytimes.com/2010/11/21/technology/21brain.html

Growing Up Digital, Wired for Distraction

By MATT RICHTEL

Published: November 21, 2010

Review:

The New York Times has a series entitled, “Your Brain on Computers.”  Columnists contribute stories highlighting the identification of negative implications on the constant use of technology.  In the article, “Growing up Digital, Wired for Distraction,” Matt Richtel describes students at Woodside High School, a high school located in Silicon Valley.  This school is committed to full integration of technology in the classroom through the use of texting, I-Pads and apps, and teacher/student communication via websites which teachers build themselves.  All of these tools appear to help enhance the 21^st century learner on the surface.  However, the crux of the article is the identification of the distraction 21^st century learners are facing.  Without boundaries students are meshing their educational and personal computing experiences with negative effects.  The author notes, students don’t simply use their home computers for homework or educational purposes, they are used for entertainment and by in large are not supervised during these endeavors.  Students are trying to manage blogging for class, searching YouTube videos, collaborating on websites, and playing video games all while trying to write their English essays.  Students are having a hard time compartmentalizing their experiences and therefore their school work is suffering.  The article highlights one student in particular, Vishal Singh, who is identified as one of the smartest students at Woodside High School.  However, his grades have dropped from A’s to D’s as a result of his technology interests.  He is having a hard time managing what is required with his personal interests because he is often distracted while trying to complete homework.  

I recommend this article because it allows us as educators to reflect on the technology experiences of our students.  The focus is not on the use of technology for technology sake, but making sure students are making the most out of their experiences.  We will need to consider the pros and cons and comparisons of technology use inside and outside of the classroom.

Game Based Lesson Plan - Understanding the Games People Play

Understanding The Games People Play

Grade level: 9^th Grade

Common core standards:

Text Types and Purposes: Standard 2

Production and Distribution of Writing:  Standards 4,5 and 6

Learning Outcomes: 

Recognize the need for rules and regulations in games as well as in life.

Explore the concept of contracts and identify their importance in promoting the common good.

Identify characteristics that lend themselves to social contracts.

Identify ways to promote the common good by entering into social contracts. 

Identify attributes and benefits of the game of Scategories

Brainstorm projects that promote the common good by entering into social contracts that revolve around the playing of the game of Scategories

Deal games pieces according to game-playing etiquette.

Use mental arithmetic to count points for a round.

Practice interpersonal communication and collaboration following game rules.

Reflect on new learning from the game Scategories.

Instructional activities

Students will explore how game rules and strategies apply to life and what it means to play the game and contribute to the common good. Students will learn about concepts of contracts and make an analogy between civil society and the "game of life" which includes rules and relationships.   Small groups will create their own board game using Photoshop and Illustrator to create and design the game elements such as cards, game pieces, and the board itself.  They will also have to establish rules and a system of rewards and punishments. The overall goal is to create their version of an idealized society.

Assessment:  In small groups students will play each other’s newly developed game.  They will evaluate the games based on a provided rubric as well written feedback about the overall experience. 

Debriefing

How do games rules and strategies apply to life?  Learners explore the role games play in enhancing the common good, and can identify those characteristics.  Students need to be able to define the concepts of contract and social contract and make an analogy between civil society and games people play (includes rules, trust, and relationships). Through learning and playing the game Scrabble, students learn and practice life/social skills (problem solving, good character, interpersonal communication, collaboration, and discipline). They also learn valuable study skills of concentration and critical thinking. 

What cognitive skills and new literacies do this game help to cultivate?

New literacies addressed in this lesson are proficiency in use of technology tools, as well as critical thinking, problem solving and evaluation skills.  Throughout this lesson students are using higher order thinking in order to create a new game considering identification of a goal or problem, establishing rules in a clear and informative way to help inform the players how to navigate their game, evaluate their game’s effectiveness, and communicate their ideas in a written format.