enhance learning in science with games pam kirkland master teacher uteach-ut dallas m.ed....
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Enhance Learning in Science With Games
Pam KirklandMaster Teacher UTeach-UT Dallas M.Ed. Administration
Jennifer Burr ESL & 504 Coordinator Trinity Basin PreparatoryM.Ed. Administration Increase Student Interaction
Develop Inquiry Skills while Encouraging ELL Language Development
Enhance Understanding of TEKS and Discuss Ways to Incorporate 21st Century Skills
Objectives
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Games and Student Achievement
• 60 studies were conducted by classroom educators on the effect of games and student achievement
• 20% growth in subjects studied
Educational Leadership Feb 2010- ASCDUsing Games to Enhance Student Achievement Robert J. Marzano
Aspects of Game-Based Learning
• 72% (8 out of 11) of studies showed retention is better when using game based learning
• Games may not always be the superior learning method, BUT they enhance motivation and increase interest in subject matter
Druckman 1995
Benefits of Game Based Learning
Using games for learning purposes has been supported by data
Learners are encouraged to combine knowledge from different areas to choose a solution or make a decision
Learners can test how the outcome changes based on their decisions and actions
Learners are encouraged to communicate with other team members and discuss/negotiate subsequent steps
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• Research over many years indicates that using games for learning leads to improved learning, increased motivation and improved performance
• A review of literature indicates that games can lead to better cognitive, affective and skill-based outcomes
Relationships Between Game Attributes and Learning OutcomesReview and Research Proposals
• Research over many years indicates that using games for learning leads to improved learning, increased motivation and improved performance
• A review of literature indicates that games can lead to better cognitive, affective and skill-based outcomes
Building Inquiry Skills Through GamesReview and Research Proposals
Consider the Following when Selecting Games
• Specific objectives to be mastered as the goal
• Amount of conflict or solvable problems addressed
• Progression of difficulty
• Student ownership of learning
• Connection to real-world applications
• Level of mystery (a gap in knowledge)
• Specificity and immediacy of feedback
• Risk-acceptable environment
• Team and student recognition
• Level of Inquiry
Plan for Purposeful Discourse
• Help create an environment that encourages academic discourse
• Consider student interaction - BICS (Collaboration Teams)
• Plan on accessing academic language development - CALP
• ELPS: listening, speaking, reading and writing, speaking, reading
and writing
ELL Special Needs AddressedContent Area Conversation
Classroom Talk
How can we use questioning to encourage students to use science vocabulary and build stronger BICS and CALPs?
Power Verbs- Need to model using
these for students
ELPS Chart
Teacher: Do you remember us discussing the lifecycle of star?
Student: Um, I think so.
Teacher: How do stars begin their life cycle?
Student: As little stars?
Teacher: Do you remember the term nebula?
Student: Yes, I think so.
Teacher: OK, what is the definition of a nebula?
Student: Ummm…..I’m not sure
Teacher: A nebula is a cloud of gas and dust in outer space. What is our nearest star?
Student: The Sun?
Teacher: Correct! Are all stars the same?
Student: No?
Teacher: Right, they vary by mass, temperature and brightness.
The End of the Game is NOT the End of the Lesson (continued)Debrief and Reflect
After the Game
Students should Debrief/Reflect on what they learnedAs A Class
• Share team results with the whole class
• Open discussion- Strengths/Areas for Improvement
• How could we improve?
• Use Technology: TodaysMeet, Survey Monkey, Plickers
• Use whiteboards
The End of the Game is NOT the End of the LessonDebrief and Reflect
Individually & as a Team
Reflection: Share Out and Write Out
• List the most challenging questions to answer – Explain Why• How did your team work through the problems?• How could you reword a question to get a better response?• Practice writing questions-write 2 new questions for the game• Write a summary of an “ah ha” moment for you during the game• Review interactive notebooks, revise notes if needed
Rubric for Games
• Reviewing a game before and after a lesson will help: Reinforce student comprehension of the material Ensure the activity is in alignment with goals for all learners
• Rubrics are great tools to use!
http://rubistar.4teachers.org/index.php
Things to Keep In Mind With ELLs
• Provide a linguistic platform in order to advance to the next proficiency level (sentence starters, word walls, word banks)
• Allow adequate “think time” for students that may need additional linguistic processing time
• Include games that involve most or all the elements of the four language domains (listening, speaking, reading, writing)
Things to Keep In Mind With ELLs
The Activity should include:
• Content Objectives
• Language Objectives
• Social Objectives
Content-Area Conversations: How to Plan Discussion-based Lessons for Diverse Language Learnersby Douglas Fisher, Nancy Frey and Carol Rothenberg
Games
Ride The Rock Cycle: http://209.7.198.36/geologyonline/lessons/6.4/lesson.pdfhttps://www.youtube.com/watch?v=1LbTW5z_oN0
Scientific Dominoes
Taboo- Hasbro Game Modified
I Have-You Have:Atomic Bingo: http://osric.com/bingo-card-generator/
Fortune Tellers: www.GailLovely.com
Plickers: https://plickers.com/
Wrap Up
• Games provide an opportunity for student-centered learning
• Games provide an opportunity for BICS and CALP to occur between students
• Games can provide students with a challenging method for increasing their skills in listening, speaking, reading and writing
• Games provide the opportunity for educators to assess students through informal assessment
Science Taboohttps://www.csun.edu/science/ref/games/taboo/taboo.htmlhttps://wvde.state.wv.us/strategybank/documents/Taboovocabularydevelopment.doc.Dichotomous Key gamehttp://www.csun.edu/science/ref/games/downloadable_docs/dichotomous_key.pdfhttp://www.alaskasealife.org/New/education/VFT/SEA_ICE_MELT_DOWN/curriculum%20materials/3%20Curriculum%20Supplement
%20QUESTIONS.pdfTriple Play- work as a teamhttp://www.myteacherpages.com/webpages/mri/science.cfm?subpage=1251892Fortune Teller- good to develop questioning skills, www.GailLovely.comhttp://www.mytoysandmore.net/ctp2647-samplepages.pdfhttp://spaceplace.nasa.gov/starfinder/en/http://kickham8science.weebly.com/uploads/2/2/9/3/22937760/platetectonics_fortune_teller.pdfBody Systems Dominohttp://www.collaborativelearning.org/bloodcirculation.pdf Bingo: Atomic Bingo//Body Bingohttp://www.mcps.org/Science_Files/Bingo%20Review.pdfhttp://osric.com/bingo-card-generator/http://www.ellenjmchenry.com/homeschool-freedownloads/lifesciences-games/documents/BodyBingo.pdf
Wolf Survival•http://www.wolfquest.org/pdfs/Survival%20is%20just%20a%20roll%20away%20Lesson.pdf
Swim for Your Life- Helps with adaptations, watersheds, environmental and manmade hazards•http://fergusonfoundation.org/btw-students/swim-for-your-life-fish-game/
Shooting Balls- Helps with graphing- shows slope and application for using slope-http://www.fisme.uu.nl/toepassingen/00065/toepassing_wisweb.en.html
More Hands-on Games
www. fergusonfoundation.orghttp://fergusonfoundation.org/hbf-kids-zone/cow-in-and-out-game/http://fergusonfoundation.org/btw-students/plant-identification/-
(students make a dichotomous key)http://webworld.freac.fsu.edu/cameras/keys/sa/tree.html-
http://www.sheppardsoftware.comhttp://www.sheppardsoftware.com/content/animals/kidscorner/games/foodchaingame.htm
http://www.csun.edu/science/ref/games/downloadable_docs/
https://jeopardylabs.com/https://jeopardylabs.com/play/rock-cycle-jeopardy
https://jeopardylabs.com/play/plate-tectonics-review-game
http://www.learner.org/interactives/rockcycle/diagram2.html
http://education.jlab.org/index.html
http://www.kscience.co.uk/animations/anim_1.htm
http://www.glasgowsciencecentre.org/online/forces-at-the-funfair.html
http://webworld.freac.fsu.edu/cameras/keys/sa/tree.html-
Computer Games continued
http://www.orgs.ttu.edu/nsta/handouts/PlantAndAnimalAdaptations.pdf
http://www.csun.edu/science/ref/games/
https://jeopardylabs.com/build/
http://www.mcps.org/Science_Files/Bingo%20Review.pdf
http://209.7.198.36/geologyonline/lessons/6.4/lesson.pdf
http://www.ellenjmchenry.com/homeschool-freedownloads/lifesciences-games/documents/BodyBingo.pdf
http://www.purposegames.com/create
http://www.donnayoung.org/homeschooling/games/game-cards.htm
Websites for Game Creation
Educational Leadership Feb 2010 - ASCD Using Games to Enhance Student AchieveRobert J. MarzanoAspects of Game-Based Learning Maja Pivec- FH JOANNEUM Information Design, AustriaOlga Dziabneko - FH JOANNEUM, Centre for Multimedia and Learning, AustriaIrmgard Schinnerl – Centre for Multimedia and Learning, AustriaRelationships Between Game Attributes and Learning Outcomes: Review and Research ProposalsDOI: 10.1177/1046878108321866Simulation Gaming 2009; 40; 217 originally published online Aug 26, 2008;Shawn Burke, Jamie L. Estock, Kara L. Orvis and Curtis ConkeyKatherine A. Wilson, Wendy L. Bedwell, Elizabeth H. Lazzara, Eduardo Salas, C.Content-Area Conversations: How to Plan Discussion-based Lessons for Diverse Language Learnersby Douglas Fisher, Nancy Frey and Carol Rothenberg
Inquiry-Based Instruction- Not all Fun and GamesSharon Kinsley
http://www.gamesandlearning.orghttp://kanagawa.lti.cs.cmu.edu/11780/sites/default/files/GameSurvey4.pdf
Research References
http://hyperphysics.phy-astr.gsu.edu/hbase/pespr.htmlhttp://www.quora.com/http://classroom.synonym.com/http://science.jrank.org/http://www.mstworkbooks.co.za/http://farside.ph.utexas.edu/http://science.halleyhosting.comhttp://legacysite2.timeanddate.comhttp://oneminuteastronomer.com/http://www.polywellnuclearfusion.comhttp://www.thunderboltkids.co.zahttp://resources.woodlands-junior.kent.sch.uk/time/moon/times.htmlhttp://www.physicalgeography.net/fundamentals/6h.htmlhttp://projectsharetexas.org/resource/moon-lunar-cycle-and-tides-ontrack-science-grade-8-module-3-lesson-3http://www.bbc.co.uk/bitesize/ks3/science/energy_electricity_forces/forces/revision/3/http://science.howstuffworks.com/innovation/scientific-experiments/10-scientific-laws-theories4.htmhttp://chemistryunderstood.com/understand/letsmakeadeal/index.htmlhttps://jahschem.wikispaces.com/chemical+activityhttp://scienceforkids.kidipede.com/chemistry/atoms/helium.htm
References (continued)