I believe it would be helpful to have game-based learning in the classroom to promote the ARCS model of motivation. ARCS starts with getting attention of the students. Games are a dynamic way to grab attention, especially in game-based learning as the game is part of the instructional process, not just a format where accomplishments are recorded as in gamification. This later method I think of as decoration, to check for understanding and record progress, but it is limited in what it offers to pedagogy and student learning. Through ARCS we also learn that instruction needs to be relevant, how can we use games to be relevant? We can play on the needs of our students to compete, and in some ways trick them into thinking the game-based learning is relevant, because they want to win. ARCS also shows that students need to build confidence and find satisfaction. These elements are definitely accomplished through game-based learning as confidence is built to as students proceed through the game, and find satisfaction through the process.
As I do not have a classroom, I am not playing, nor do I have students who are playing games. I did find that there are many examples that are used cleverly in the classroom, one such game-based learning is MindcraftEdu. In the classic game, there is an endless world to create within using blocks with different functions. A few years back a NYC teacher crafted a version that includes text blocks for students to create presentations using the mindcraft platform, with text descriptions and presentations within. This allowed for other students to visit their peers' mindcraft worlds, exploring and learning from each others' projects. This is a simple example, but meets all of the ARCS model suggestions. 25% of Facebook users, 350 million sign on to play games every single month. Games are a huge part of our society. Games are everywhere! One example that anyone with a smart phone can access are the health and wellness apps on the phone. People can become obsessed with the number of steps that are counted each day. This total is something that people are quick to brag about, and may even squeeze in an extra walk to get in their 6000 steps. The act of taking steps, or exercising is highly encouraged and promoted by the simple device that counts your steps. This is an easy example, and is quite addicting.
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I chose to use the iMovie program to create the video flipped learning introduction. I already had other videos I planned to use for the topic, but the video I made served as a driving question for the lesson. I recently become unemployed, so I did not have a chance to teach this lesson, thus, I can't report if it worked, how it was applied in the classroom, or if students faced barriers to access the material. I've used flipped learning in the past, so I believe this lesson would be effective.
Video can be used as an assessment tool by presenting questions or scenarios for the student to respond to, or by having them create a video project as an informed assessment. With this, a rubric must be set up to make sure standards and benchmarks or met. I'm not sure what is being asked as far as what tools/apps can be used to support teaching and learning; I'll say all the ones that apply to the given scenario, prep would include making sure aspects of TPACK are include in the instructional design. Sorry for the brief, uninspired blog; this flipped learning assignment was mean to be test out as action research in a classroom. Because I do not teach in a classroom, the assignment, and specifically the blog prompts didn't provide the same learning opportunities. This is definitely a M.Ed. designed for working teachers, kind of wishing it was advertised as such at this point.. I chose to use google forms in combination with a simple google sheets document. This allowed for me to administer a forms survey that uploaded directly onto the sheets document. My goal with this is to use it for teacher observations around SEL. This is a part of my consulting work, where a simple interface to gather information is necessary. I expect to use this document in practice in the coming months.
For my capstone project I hope to use the same combination of apps, along with an auto-grading and mail feature. My hopes is to have a survey schools, or teachers can complete, it will assess their educational climate and culture and give them an automated response with a "score" with suggestions. I will explore the add-ons that help to achieve this goal. I also would like to play around with using these functions within an mobile app. Google Forms Doc Google Sheets Doc One tool that I've found engaging with students is ToonDoo, a free online website that allows students to create their own cartoon strips, and save/share them on the ToonDoo website. One project with 5th/6th grade students introduced mindfulness practices, and asked them to relate their own experiences to the topic using the Toondoo website. This was engaging and also allowed me to create a database of cartoon strips around students experience with mindfulness practices. As the program spread to an additional school this semester, I was able to share other students insights around the practices through the easy-entry cartoon strips. This made the sometimes serious topic of mindfulness more approachable and fun to explore. The Toondoo website allows for quite a bit design features to create your own cartoon strip. It's free and allows you to save your work, including tags to your work also allows for an easy search to access the creations. Within the site you are able to modify most elements, you can select the number of storyboard boxes, cartoon character to use, including facial expressions, postures, and size. Once the charters are inputed into the boxes, you can add dialog and commentary boxes, symbols, and objects. This also allows for some practice around visual literacy, how to express ideas visually for maximum effect. Students enjoyed this tool, and were able to create some great cartoon strips. I would rank this website 5 out of 5. The EnGauge 21st Century skills article provide a great framework for creating digital-age literacy. Though I found this article very outdated, the foundational period around 2000 did provide a focus on how the use of technology would influence education. I specifically liked how 21st century learning included digital-age literacy, inventive thinking, effective communication, and high productivity.
Of these insights, digital-age literacy is the starting point for teaching digital literacy. Since I work with high school students, I don't focus on the primary skills of using a keyboard, learning the basics around computer use, etc. I do assume most students are digital natives in this way, but I do not think this is a privileged or naive mindset, rather it reflects my experience with my students and goal to begin within the zone of proximal development. I would focus on digital-age literacy to really serve the whole student interaction with technology. EnGauge explores digital literacy through the following domains:
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AuthorAs a teacher and community advocate I strive to remedy the challenges of adverse childhood experiences (ACE), poverty and violence. I'm intrigued by the motivation that is cultivated by different supportive and discouraging learning environment, and how overcoming the achievement gap can transform our society. Archives
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