T and T Oct 18, 2010

Google images  is NOT the source of any image!!!! You have to find the actual page that the image was on.

Presentation (Assign 2) Rubric

OnLine Conference

Important Ideas - 6/7

Thanks to Jennifer for this “oh too true” comment. We need to be clear about why and how we use anything - including technology.
“Although some teachers want to include technology in their classrooms, Jane M. Healy criticizes that saying, “…they haven’t started by defining what they want to teach. They just want technology in the school to be up with the crowd.” She goes on to demonstrate why internet access should be limited in schools by saying, “Observational studies have shown that kids surfing aimlessly waste about 85% of their time.””

Summary of Digital Games and Learning -- PollEverywhere - your favourite games

• Which kinds of games work best in the classroom?
• What aspects of learning are best enhanced with games?
• Which students benefits from using games?
• What is the teacher’s role when games are used in  a classroom?

From The Psych Files

Really Good Games..

Really Good Teachers…

have win states to give us a feeling of accomplishment employ conflict/competition/challenge to up our adrenaline use dramatic problems use otherworldly stories and characters to stir the emotions require problem solving encourage interaction to solve challenges are unpredictable provide a sense of urgency have rules to give play structure and help put us inside the game world have goals to provide motivation and let us measure ourselves against something are interactive to keep us doing things are situated in an interesting place or time have outcomes and immediate feedback from which we learn adapt their difficulty to our skills to keep us in flow are “hard fun”

Have goals for their lessons Draw on “Motivation to Learn” strategies which engage students through the use of puzzles, questions, mysteries, apparent conflicts (Here is the link to episode 29 which explains the Motivation to Learn concept. Provide immediate feedback to students on how they’re doing Help students summarize what they’ve learned Help students reflect on their experience Help students draw on prior knowledge Encourage students to use metacognitive strategies (“Did I understand what I just heard/read?”) Provide students with appropriate challenge to optimize the potential for “flow” Provide a context for the material to be learned (i.e., instruction is “anchored” to a setting) Encourage active exploration among students (not focused on right and wrong answers) Provide opportunities for safe practice

James Paul Gee interview from Edutopia.org