Skip to main content

Home/ Cohort 21 Shared Resources/ Group items tagged play

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Derek Doucet

The Ultimate Guide to Gamifying Your Classroom | Edudemic - 0 views

www.edudemic.com/mate-guide-gamifying-classroom

pedagogy gamification technology edtech SAMR

shared by Derek Doucet on 31 Aug 15 - No Cached
  • Gamification is the process by which teachers use video game design principals in learning environments. The effects are increased student engagement, class wide enjoyment of academic lessons, and high levels of buy-in, even from your most reluctant learners.
  • Components of Gamifying the Classroom There are several aspects of video-game design that can be incorporated into the gamified classroom. Here are several:
  • Points: In video games, users gain points as the travel through their quests. The more time they invest in the game the more points they earn
  • ...12 more annotations...
  • Badges: Badges are public recognition of achievement, with each one designed with a specific achievement in mind.
  • Levels: As a game goes on, players progress through levels that get progressively more difficult. In the classroom, levels could be lessons, or even units of study.
  • Appointments: Thanks to the Internet, people playing a video game in the US can sign in and team up with players all over the world.
  • Bonuses: Most games have hidden, unexpected rewards. Bonuses help drive player loyalty and keep them playing day in and day out.
  • Infinite play: In many video games, players keep playing until they finish a level. They might lose points, or access to valuable items if they are attacked, but they are still able to keep playing.
  • How to Gamify Your Classroom
  • Backwards planning: Any teacher familiar with Understanding By Design has already got a leg up in gamification.
  • Use what’s available: Classcraft is a free, online educational role-playing game that teachers can personalize for their lessons.
  • Gamify one aspect: Rather than attempting to create an entire game with quests and hidden bonuses, start small.
  • Establish a marketplace: Allow students to buy, sell, swap, trade with each other and with you. Maybe students can swap a badge for an open-book test, or use points to purchase a homework-free night.
  • Allow leveling up: If a student has mastered the material in a lesson, offer fun and engaging extension wor
  • Just dive in: It can be difficult to know when your gamified classroom plan is ready for students, but the best advice is to just try it out.
  • Derek Doucet on 31 Aug 15
     
    A great intro to gamifying your classroom.
Claire Hazzard

Can Social Media Have a Role to Play in Managing a Successful Classroom? | Langwitches ... - 0 views

langwitches.org/...anaging-a-successful-classroom

social_media

shared by Claire Hazzard on 17 Oct 15 - No Cached
  • immediately
  • Social Media is one venue (of many) to LEARN… why should it not play a role in our schools?
  • Social
  • ...14 more annotations...
  • schools
  • Media
  • Social
  • Our students are gravitating (on their own) to Social Media
  • Learning for the 22nd century
  • Social Media adds so many layers of depth
  • Communication has changed in the world around us.
  • Information has changed our lives.
  • The lines between our lives and “digital lives” are blurring
  • The world is shrinking.
  • YES, social media can play a role in a successful classroom
  • why would we not want to expose, facilitate and support our students in becoming literate in the area of global, network, media, information literacies and digital citizenship?
  • CSI Twitter- Crime Scene Investigation
  • Guide to Twitter in the K-8 Classroom
  • Bluky Ng on 17 Oct 15
     
    A few reasons why to use social media in education
  • Claire Hazzard on 17 Oct 15
     
    Useful read on using SM with different levels
mrdanbailey61

Makerspaces in Libraries: Play, Discovery, and Collegiality | Whyte | The iJournal: Gra... - 1 views

theijournal.ca/...20297

technology collaboration

shared by mrdanbailey61 on 11 Dec 16 - No Cached
  • mrdanbailey61 on 11 Dec 16
     
    This article is from the journal of U of T's School of Information Science. Based on research in public libraries, it speaks about the importance of promoting play, discovery, and collegiality in makerspaces. It offers some encouragement re: letting students mess around, after at least a little guidance!
garth nichols

Pasi Sahlberg - The Finnish Paradox - 0 views

pasisahlberg.com/the-finnish-paradox

finnish paradox cohort21

shared by garth nichols on 07 Jan 14 - No Cached
  • In the global perspective, the Finnish education system seems to be a paradox. When much of the rest of the world is implementing more oversight of schools to assure teachers meet specific goals, lengthening the school day, toughening academic standards, and increasing homework, Finnish children continue to enjoy a relatively short school day, a broad curriculum, and a light homework load. In addition, Finnish children do not attend private tutoring sessions or spend any time preparing for standardized tests, as so many of their peers around the world must.
  • Perhaps the most surprising part of the Finnish educational philosophy is the central role of play in children’s lives, both in and out of school. Formal learning doesn’t start before the first grade when children are seven years old. Before that, children spend their time in play to develop a sense of independence and responsibility, and to learn about themselves and others. In the early years of elementary education, children furthermore learn to read and do math through various forms of play, music, and drama.  The old adage of “less is more” is carried out every day in Finnish schools, as I describe in “Finnish Lessons: What can the world learn from educational change in Finland” (2011).
  • Finland’s success is a result of finding its own way of change rather than doing more of the same than others. This is particularly true in enhancing educational quality and equity.  Some foreign observers claim that Finnish educational success results from the country’s smallness, cultural homogeneity, and wealth. Those thinking this way often fail to distinguish the Finnish way from the global education reform movement (or GERM) that sees competition, standardization, frequent testing, and privatization as the most effective drivers of change.
  • garth nichols on 07 Jan 14
     
    As an addendum to Dr. Yong Zhoa's article about why Finland is still really the tops of education despite recent PISA results...read about the Finnish Paradox
Justin Medved

How I reverse-engineered Google Docs to play back any document's keystrokes «... - 0 views

features.jsomers.net/reverse-engineered-google-docs

googledocs writing

shared by Justin Medved on 15 Nov 14 - No Cached
  • Justin Medved on 15 Nov 14
     
    "If you've ever typed anything into a Google Doc, you can now play it back as if it were a movie - like traveling through time to look over your own shoulder as you write."
suebutler

Sue's site - 0 views

cohort21.com/sbutler

blog cohort21

shared by suebutler on 20 Oct 12 - No Cached
  • suebutler on 20 Oct 12
     
    This is the link to Sue's blog. Antigone by Jean Anouilh is a great play for teaching about conflict and the application of historical context.
  • suebutler on 20 Oct 12
     
    Sue's blog
mrdanbailey61

Educational Leadership:Relationships First:Fox Taming and Teaching - 1 views

www.ascd.org/...Fox-Taming-and-Teaching.aspx

relationships teaching

shared by mrdanbailey61 on 04 Dec 16 - No Cached
  • Little Prince asks the fox to play with him—to enter his world. "I cannot play with you," says the fox. "I am not tamed."
  • The curious traveler asks what it means to be tamed.
  • "You become responsible, forever, for what you have tamed."
  • ...5 more annotations...
  • that's the essence of "real" teaching—the transformative kind that sends a young person forward on a journey they understand to be their own
  • It's about a teacher intending to see beauty—what is invisible to the eye—in the child who passes by.
  • It's about knowing that establishing ties must start the learning journey
  • John Hattie (2009) points to positive teacher-student relationships as one of the most potent catalysts for student achievement.
  • ne of the great satisfactions of teaching is that those of us who teach are the primary beneficiaries of the process. We are re-made each year
  • mrdanbailey61 on 04 Dec 16
     
    This article was referred to me by my colleague Nicole Davies as I was writing and thinking about making contact with students in more meaningful ways in the classroom. A neat metaphor...
Justin Medved

Oppia - Home - 1 views

www.oppia.org

interactives

shared by Justin Medved on 03 Mar 14 - No Cached
sandygibson liked it
  • Justin Medved on 03 Mar 14
     
    "It's hard to learn to play the piano just by watching a video of a great pianist. Interactive learning is much more effective! oppia.org helps you make embeddable interactive educational "explorations" that let people learn by doing."
  • sandygibson on 03 Mar 14
     
    This could be great for flipped classrooms. The kids would need to be able to read and have certain level of computer literacy, but I reckon it would work in and outside of the classroom. Great find Justin!
garth nichols

Game Changers | Canadian Education Association (CEA) - 0 views

www.cea-ace.ca/...game-changers

Gaming

shared by garth nichols on 26 Nov 13 - No Cached
  • In 2011, game designer Jane McGonigal published Reality is Broken, where she outlined four simple rules that define a game: a goal, rules, a feedback system, and voluntary participation. Both Jeopardy and The History of Biology fit this definition, but clearly there is a difference between games that teach the recall of facts and those that teach higher-order thinking skills.
  • esame Workshop, published a paper in 2011 called “Games for a Digital Age.” They distinguish between short-form games, “which provide tools for practice and focused concepts,” and long-form games, “which are focused on higher order thinking skills.” This is a useful first distinction teachers can use when evaluating games for use in the classroom.
  • A theme that comes up with teachers who use long-form video games is teaching empathy. “When I first started teaching natural disasters in Grade 7, there were case studies in the textbook, or videos,” says Mike Farley, a high-school teacher at the University of Toronto Schools (UTS). “When we invite students to play a simulation like Stop Disasters or Inside the Haiti Earthquake, they are more immersed; there’s more of an emotional learning.”
  • ...3 more annotations...
  • UTS Principal Rosemary Evans sees these as “unique learning experiences,” different for each student with each session of play. “What excites me is the experiential component,” she says. “The simulations lead to an authentic experience, where the game environment represents different points of view.”
  • Justin Medved , the Director of Instructional Innovation at The York School, likes to talk about “layers of learning” taking place in the best games. “To what extent does the game offer an experience that offers some critical thinking, decision making, complexity, or opportunity for discussion and debate?” says Medved. The content is the first layer the students interact with, but meta-content skills can take longer to teach. Medved looks for “any opportunity for players to go out and do some research and thinking before coming back to the game.” Many games, says Medved, are super-fast and he tries to intentionally slow them down to allow for deeper thinking. “We want some level of learning to be slow, to discuss bias or different perspectives. Over time you can see a narrative unfolding.”
  • The question of whether to game or not game in class is not one of technology. It is one of pedagogy that starts and ends with the teacher. It is our job to provide a framework for deciding which games can be used in which contexts, and to use the best of the game world to inspire our students to higher-order thinking.
  • Justin Medved on 26 Nov 13
     
    "Game Changers How digital games are creating new learning experiences Using games to teach discrete topics in the classroom is not a new phenomenon; however, games can also be used to teach higher-order thinking skills such as critical thinking, decision-making, creativity and communication. These so-called "long-form" games need to be contextualized by the teacher and woven into a robust curriculum of complimentary activities. Innovative educational gaming companies focus on developing high-quality digital content but also on the pedagogical implications of embedding the game in existing curriculum. Data collected from long-form digital games can be used to personalize instruction for students who are getting stuck on certain concepts or learn in a particular way. As games get more sophisticated, so must the teacher's understanding of the way students use them in the classroom."
  • garth nichols on 26 Nov 13
     
    For those interested in applying characteristics of gaming to their teaching.
garth nichols

Hackschooling makes me happy: Logan LaPlante at TEDxUniversityofNevada - YouTube - 2 views

www.youtube.com/watch

hacking education 21st Century Learning

shared by garth nichols on 27 Nov 13 - No Cached
  • Hackschooling Makes Me Happy: Logan LaPlante at TEDx
  • Derek Doucet on 27 Nov 13
     
    A 13 year old who talks about moving into the future with a hacker mindset without attending the traditional version of school.
  • Sarah Thompson on 28 Nov 13
     
    So inspiring! Another reminder of why we need to keep believing in making change.
  • garth nichols on 26 Jan 14
     
    Here is the video that we played at break during our 3rd F2F at MaRS
garth nichols

Change the Subject: Making the Case for Project-Based Learning | Edutopia - 0 views

www.edutopia.org/...s-larry-rosenstock-rob-riordan

project based learning staff_development learning projectbasedlearning

shared by garth nichols on 11 Apr 14 - No Cached
  • What should students learn in the 21st century? At first glance, this question divides into two: what should students know, and what should they be able to do? But there's more at issue than knowledge and skills.
  • For the innovation economy, dispositions come into play: readiness to collaborate, attention to multiple perspectives, initiative, persistence, and curiosity. While the content of any learning experience is important, the particular content is irrelevant. What really matters is how students react to it, shape it, or apply it. The purpose of learning in this century is not simply to recite inert knowledge, but, rather, to transform it.1 It is time to change the subject.
  • Expanding the "Big Four" Why not study anthropology, zoology, or environmental science? Why not integrate art with calculus, or chemistry with history? Why not pick up skills and understandings in all of these areas by uncovering and addressing real problems and sharing findings with authentic audiences? Why not invent a useful product that uses electricity, or devise solutions to community problems, all the while engaging in systematic observation, collaborative design, and public exhibitions of learning?
  • ...2 more annotations...
  • What might students do in such schools, in the absence of prescribed subjects? They might work together in diverse teams to build robots, roller coasters, gardens, and human-powered submarines. They might write and publish a guide to the fauna and history of a nearby estuary, or an economics text illustrated with original woodcuts, or a children's astronomy book. They might produce original films, plays, and spoken word events on adolescent issues, Japanese internment, cross-border experiences, and a host of other topics. They might mount a crime scene exhibition linking art history and DNA analysis, or develop a museum exhibit of World War I as seen from various perspectives. They might celebrate returning warriors, emulating the bard in Beowulf, by interviewing local veterans and writing poems honoring their experiences. The possibilities are endless.
  • Changing the subject, then, means deriving the curriculum from the lived experience of the student. In this view, rather than a collection of fixed texts, the curriculum is more like a flow of events, accessible through tools that help students identify and extract rich academic content from the world: guidelines and templates for project development, along with activities and routines for observation and analysis, reflection, dialogue, critique, and negotiation.
su11armstrong

Better Ways to Learn - NYTimes.com - 2 views

well.blogs.nytimes.com/...better-ways-to-learn

cohort21 learning engagement studying brain

shared by su11armstrong on 09 Oct 14 - No Cached
  • su11armstrong on 09 Oct 14
     
    "One way to signal to the brain that information is important is to talk about it. Ask a young student to play "teacher" based on the information they have studied. Self-testing and writing down information on flashcards also reinforces learning."
Justin Medved

CK-12 Science Simulations - 6 views

interactives.ck12.org/simulations

science

shared by Justin Medved on 22 Sep 14 - No Cached
  • Justin Medved on 22 Sep 14
     
    Always wondered why a violin sounds different than a guitar? Or what size mirror you need to see your entire body? Or what keeps a bobsled on its track? Say hello to CK-12's latest product: Interactive Simulations! Discover a whole new way of teaching. Play with these rich, free immersive experiences to teach core physics concepts through daily real world experiences. These simulations immerse students in an interactive learning experience using real world context combined with math or science content. So go ahead, spark their curiosity - help them learn, interact and have fun!
Justin Medved

11 Great Game Making Tools for Schools | graphite Blog - 1 views

www.graphite.org/...-game-making-tools-for-schools

shared by Justin Medved on 30 Jul 14 - No Cached
  • Justin Medved on 30 Jul 14
     
    "Game development is fun and challenging, energizing classrooms and getting students thinking in new and exciting ways. And by creating games, students can show what they know -- and have fun doing it. These picks are all great options for entry-level game creation, easing kids into building games that are a blast to play."
Tim Rollwagen

A New Excellent Interactive SAMR Visual for Teachers ~ Educational Technology and Mobil... - 1 views

www.educatorstechnology.com/...t-interactive-samr-visual.html

shared by Tim Rollwagen on 04 Dec 14 - No Cached
  • Tim Rollwagen on 04 Dec 14
     
    What a great visual and interactive 'poster' on how to use SAMR in your classroom. Play with it!
Justin Medved

7 Great Chromebook and Google Drive Apps for Editing Photos ~ Educational Technology an... - 1 views

www.educatorstechnology.com/...romebook-and-google-drive.html

Chromebooks

shared by Justin Medved on 20 Oct 15 - No Cached
  • Justin Medved on 20 Oct 15
     
    For any school that is playing in the Chromebook space these are some handy alternatives.
Walco Solutions

Academic Projects | Walco Solutions - 0 views

walcosolutions.com/academic_project

shared by Walco Solutions on 18 Mar 15 - No Cached
  • Walco Solutions on 18 Mar 15
     
    We provide the best quality and unique projects at very nominal price. We are updated with the latest technology being used in the industries we try to render the same at the student level for proper technical exposure through our projects. We also conduct proper lectures, practical sessions to guide and prepare students for external viva and competitions. Programmable Logic Controller, Supervisory Control and data acquisition, Human machine Interface, Variable Frequency drive, Instrumentation, Panel designing, Embedded System, Mat lab
Walco Solutions

Academic Projects | Walco Solutions - 0 views

The final year projects and mini projects are considered to be the important parts of the engineering education system. The projects done by students in their curriculum play an important role fo...

started by Walco Solutions on 28 May 15 no follow-up yet
Marcie Lewis

Born to Learn on Vimeo - 1 views

vimeo.com/20924263

learning passion play video brain cognition intelligence

shared by Marcie Lewis on 01 Nov 12 - No Cached
  • Marcie Lewis on 01 Nov 12
     
    Great 5 min video about how we are born to learn.
1 - 20 of 30 Next ›
Showing 20▼ items per page