GAME ON! Differentiate in the classroom through games

MARIBETH PLANKERS, MS CCC-SLP

Minnesota State University Moorhead

A STORY TO SHAREA Passion for Games

POWER OF GAMESCollective Intelligence

http://news.stanford.edu/news/2013/march/games-education-tool-030113.html

WHAT DO GAMES DO TO OUR BRAINS?➤ Develops non-cognitive skills

➤ Shows patiences and discipline

➤ Addresses behavior

➤ Motivates by game directives and read above grade level

➤ Builds for engagement

➤ Allows students to make choices

➤ Sets up interaction

➤ Creates verbal and/or nonverbal turn taking

➤ Requires and develop problem solving

➤ Determines expectations

“➤ Games may provide the most crucial learning for human: persistence, risk taking, collaboration, and problem solving.

-R.F . McKay, Standford News, 2013

LET THE GAMES BEGIN!

http://youtu.be/ztUiXjq5I00 http://youtu.be/ztUiXjq5I00

FIVE CATEGORIES THAT ALIGN WITH

ENGLISH LANGUAGE ARTS STANDARDS

➤ 1. Narrative Language ➤ 2. Vocabulary and Spelling ➤ 3. Direction Following ➤ 4. Social Communication ➤ 5. Problem Solving

NARRATIVE LANGUAGE

NARRATIVE INCLUDE :

➤ 1. Characters(s)

➤ 2. Setting

➤ 3. Problem(s)

➤ 4. Complications while solving the problem

➤ 5. Solution(s)

Language is the the vocabulary, morphology, memory and the syntax

required to tell the story.

➤ 1. Students will analyze picturebooks that have well developed characters and well defined story plots.

➤ 2. Students will identify the story elements.

➤ 3. Students will retell their story through a preferred mode, ranging from no-tech to a level of technology preference.

Lesson Plan

DIFFERENTIATING NARRATIVE LANGUAGE

ACTIVITYGood Night Gorilla

FULL ROOM PARTICIPATION

TOOLS FOR NARRATIVE STORYTELLING

➤ Pictionary ➤ Comics ( no-tech to

high-tech) ➤ Sticky note paper ➤ Applications: Storykit,

Storyboardthat, Write About, Story Grammar Marker, Pictello

➤ Websites: Tar Heel Reader, storyshares.org

VOCABULARY AND SPELLING

RECEPTIVE AND EXPRESSIVE VOCABULARY

➤ Refers to all of the words in a person's language

➤ Includes words that one can comprehend

➤ Vocabulary we can respond to, even if we can't produce the word

➤ Receptive language is much larger than expressive language

➤ Bank of words

➤ Receptive vocabulary=Listening vocabulary

➤ Focus for listening comprehension

➤ Expressive language allows one to put to use vocabulary

➤ Students will practice vocabulary words throughout their day

➤ Design a vocabulary resource related to lessons across subject areas, personal interest, literacy selections

➤ Talk about words

➤ Teach others

➤ Display vocabulary

➤ Address root words

➤ Add prefixes and suffixes

➤ Read, read, read....

Lesson Plan

TOOLS FOR VOCABULARY ➤ Visual learners should:

➤ Use post it notes

➤ Play Post-it vocabulary memory games.

➤ work with various word puzzles.

➤ draw pictures of words often.

➤ Auditory learners should:

➤ read the words and definitions aloud.

➤ record themselves saying the words and definitions. They should then playback these recordings.

➤ Kinesthetic learners should:

➤ look at the word and definition . Cover up the word and definition. Then, try to write the word and definition. Students should then check their work and repeat.

➤ make their own word puzzles and collaborate with visual learners.

TECH TOOLS FOR VOCABULARY

➤ Vocabulary Spelling City (website/application)

➤ Vocabulary Builder from Innovative Net Learning Limited

➤ Word A Day

➤ WordFoto

➤ Word Collage

➤ Auto Rap

➤ Mad Libs

DIFFERENTIATING VOCABULARY

Auto Rap

TEAM NEEDED

DIRECTION FOLLOWING

SEQUENTIAL DIRECTION FOLLOWING

➤ Develops joint attention

➤ Increase listening skills with motivation

➤ Gives a purpose and focus

➤ Provides routine and predictability

➤ Produces a sense of calm for some

➤ Influences how we learn

➤ Allows tasks to be broken down

➤ Creates independence

➤ Gives life long learning

➤ This activity is designed to challenge students to listen closely to directions and complete tasks in the correct order.

➤ Students will put in order the pattern of sequence using hands on or electronic access.

➤ Once the student has completed the sequential pattern, they will tell the events of the sequence.

➤ Self check will occur visually and auditorily.

➤ Carryover of the task will involve the student telling and/or role playing a routine task.

Lesson Plan

DIFFERENTIATING DIRECTION

FOLLOWINGBoomwackers

8 PARTICIPATES NEEDED

TOOLS FOR DIRECTION FOLLOWING

➤ Numbering/shapes/steps

➤ Photos

➤ Picture communication symbols Boardmakeronline

➤ Game playing

➤ Graphic organizers

➤ Note taking

➤ Manuals

➤ Construction of a task

TECH TOOLS FOR DIRECTION FOLLOWING

➤ Colorcard applications

➤ Comics

➤ Narrative applications

➤ First Then

➤ Various sequencing apps

➤ Writing applications

➤ Dictation applications

➤ Text-to-speech applications

➤ Explain Everything

➤ Videolicious

SOCIAL COMMUNICATION

SOCIAL COMMUNICATION

➤ Refers to the skills needed when using language to communicate and engage with others

➤ Involves the key to developing and maintaining friendships

➤ Builds a strong social support in life

➤ Benefits interactions with others

➤ Defines the key to human interaction

➤ Includes both verbal and nonverbal communication

➤ Informs how we feel

➤ Interprets how others feels

➤ What is friendship:

➤ Students will receptively and expressively identity characteristics of friendship

➤ Students will listen to a literacy selection

➤ After discussing the book, students will list the expected snd unexpected qualities of a friend

➤ Students will reflect through role play and video modeling expected and unexpected behaviors of friendships

Lesson Plan

DIFFERENTIATING SOCIAL

COMMUNICATION Role Play

Expected and unexpected

SIT BACK AND RELAX

TOOLS FOR SOCIAL COMMUNICATION

➤ Video tools

➤ Charades

➤ Role play

➤ Video modeling

➤ Expected vs unexpected

➤ Speech Bubble

➤ Team building activities

➤ Barrier games

➤ Ned's Head

➤ Scavenger hunt

SOCIAL COMMUNICATION APPS

➤ iMovie

➤ Social Skills Builder

➤ My DPS (web based also)

➤ Preferences

➤ Social HD

➤ Social Stories

➤ Social Adventures

➤ Between the Lines

➤ Let's Use Language

➤ Pragmatics

PROBLEM SOLVING

PROBLEM SOLVING

➤ Identify if a problem exists

➤ Determine the cause

➤ Establish possible solutions

➤ "Big" problem vs "little" problem

➤ Process sequence of events to handle the situation

➤ Plan for future issues

➤ Secure safe people and places

➤ Students will determine for following:

➤ Predictions

➤ Inferences

➤ Determine problem

➤ Solve with solutions

➤ Considerations and options

➤ Reflection on choices/decisions

➤ Follow through with communication

Lesson Plan

DIFFERENTIATING PROBLEM SOLVING

Inferential and Problem solving

ROOM PARTICIPATION DIVIDE INTO TEAMS

TOOLS FOR PROBLEM SOLVING

➤ Guess Who, Guess Where

➤ Clue

➤ Card games

➤ Expected vs Unexpected

➤ Utilize prior knowledge

➤ Make inferences

➤ Deductive thinking

➤ Make inferences

➤ Consider if a problem exists

➤ Determine probable solutions

APPLICATIONS FOR PROBLEM SOLVING

➤ Autism and PDD Reasoning and Problem Solving

➤ ABA Problem Solving What does not belong

➤ Kindergarten Apps

➤ Super Duper Apps

➤ Inference Ace

➤ Inference Clues

➤ Decision making games

➤ Toontastic apps

WRAP UP

➤ http://www.instituteofplay.org/about/context/why-games-learning/

THANK YOU!Happy game playing!