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Mark Glynn

(32) (PDF) An Overview and Study on the Use of Games, Simulations, and Gamification in Higher Education | Brad Wiggins - Academia.edu - 14 views

www.academia.edu/...mification_in_Higher_Education

paper 2016 wiggins gamification

shared by Mark Glynn on 24 Oct 19 - No Cached
  • Mark Glynn on 24 Oct 19
     
    "This article examines the use of both game-based learning (GBL) and gamification in tertiary education. This study focuses specifically on the use of games and/or simulations as well as familiarity with gamification strategies by communication faculty. Research questions concentrate on the rate, frequency, and usage of digital and non-digital games and/or simulations in communication courses, as well as instructor familiarity with gamification. A survey was constructed with questions emerging from the game-based learning and gamification literature. It was distributed to communication faculty at public institutions of higher education in a southern state. In this context, the author argues that while the term gamification is novel, the approach is not. Based on the results, current gamification strategies appear to be a repackaging of traditional instructional strategies."
Siri Anderson

Owl Together by Rose Abernathy - 11 views

rose11.itch.io/owl-together

online learning Biology GlobalWarming game-based-learning multiplayer

shared by Siri Anderson on 12 Jun 19 - No Cached
  • Siri Anderson on 12 Jun 19
     
    Multiplayer online game posing the spotted and barred owls against one another in territory acquisition as a means to teach about biospheres and global warming. Brilliant idea. I don't have anyone to play with so not sure how it works.
Glenn Hervieux

PlayInsure.com - Texas Department of Insurance - 2 views

playinsure.com

interactive game

shared by Glenn Hervieux on 15 Feb 18 - No Cached
  • Glenn Hervieux on 15 Feb 18
     
    Learn more about Texas homeowner & auto insurance coverage through this game-based site. Teacher's guide on site.
Marti Pike

RTI Talks | RTI for Gifted Students - 9 views

rtinetwork.org/...24

shared by Marti Pike on 02 Aug 17 - No Cached
  • learning contracts with the student focused on work that takes the students interests in to account may be helpful.
    • Marti Pike
      Marti Pike on 02 Aug 17
       
      Genius Hour
  • "Up from Underachievement" by Diane Heacox
  • Gifted learners are rarely "globally gifted
  • ...59 more annotations...
  • From a parent's perspective (and sometimes from the child's), this can seem like we are "de-gifted" the child.
  • The most important thing is that you have the "data" that shows what the student needs and that you are matching this with an appropriate service.
  • Be very explicit with what the differentiation is and how it is addressing the needs
  • A major shift with RTI is that there is less emphasis on the "label" and more on the provision of appropriate service.
  • When a child has met all the expected benchmarks
  • independent reading
  • reading log
  • small group for discussions using similar questions.
  • long-term solutions might include forming a seminar group using a
  • program like "Junior Great Books."
  • Ideas for differentiating reading for young children can also be found at: http://www.k8accesscenter.org/training_resources/readingdifferentiation.asp http://www.appomattox.k12.va.us/acps/attachments/6_6_12_dan_mulligan_handout.pdf
  • enrich potential
  • to plan appropriate instruction, based on data that show the learners' needs.
  • additional enrichment and challenge in their area(s) strength.
  • Tiers 2 or 3
  • As the intensity of the needs increase, the intensity of the services also increases.
  • our ability to nurture potential in students prior to formal identification
  • appropriately scaffolded activities through Tier 2 support.
  • , with high-end differentiation and expectations, we are able to support the development of potential in all students.
  • This body-of-evidence can be used to support the nomination process and formal identification when appropriate.
  • likely to be of particular benefit for culturally and linguistically diverse, economically disadvantaged, and twice exceptional youngsters who are currently underrepresented within gifted education.
  • Tier 1 include:
  • Tier 2 include:
  • Tier 3 include:
  • universal screening
  • Aspergers
  • gifted children with learning disabilities?
  • If we provide enrichment activities for our advanced students, won't that just increase the acheivement gap?
    • Marti Pike
      Marti Pike on 02 Aug 17
       
      Grrrrrrrrr
  • Educational opportunities are not a “zero sum” game where some students gain and others lose.
  • the needs of all learners.
  • One is focusing on remediation, however the second approach focuses on the nurturing of potential through creating expectations for excellence that permeate Tier 1 with extended opportunities for enrichment for all children who need them at Tier 2. With the focus on excellence, the rising tide will help all students reach their potential. This is the goal of education.
  • make sure that the screener is directly related to the curriculum that you are using and that it has a high enough ceiling to allow advance learners to show what they know.
  • recognizing that students who are above grade level, or advanced in their academics, also need support to thrive
  • all students deserve to attend a school where their learning needs are met
  • seek out ways to build the knowledge and skills of teachers to address the range of needs
  • This includes learning about differentiated instruction within Tier 1and creating additional opportunities for enhancements and enrichments within Tier 2.
  • first
  • This often means that the district views the school as a “high-needs” school and does feel that many children would qualify for gifted education services (thus no teacher allocation is warranted). If this is the case, then this is a problematic view as it perpetuates the myth that some groups of children are not likely to be “gifted”.
  • These five differentiation strategies are as follows: Curriculum Compacting (pre-assessment of learners to see what they know)  The use of Tiered Assignments that address: Mastery, Enrichment, and Challenge  Tiered Learning Centers that allow children to further explore skills and concepts  Independent and Small group learning contracts that allow students to follow area of interest  Questioning for Higher Level thinking to stretch the minds of each child.
  • RTI was,
  • first proposed as a way to help us better identify students who continue to need additional support in spite of having appropriate instructional opportunities to learn.
  • The primary issue is the need for measures of potential as well as performance.
  • an IQ measure
  • portfolio
  • that sometimes occur outside of school
  • children with complex sets of strengths and needs require a comprehensive evaluation that includes multiple types, sources, and time periods to create the most accurate and complete understanding of their educational needs.
  • a "diamond" shaped RTI model
  • confusing
  • use the same icon to represent how we address the increasing intensity of academic and behavioral needs for all learners.
  • English Language Learners?
  • Differentiated instruction is part of a strength-based approach to Tier 1, providing enriched and challenging learning opportunities for all students. However, a comprehensive RTI approach for gifted learners will also need strong Tier 2 and 3 supports and services.
  • Tracking, or the fixed stratification of children into learning levels based on limited data (placing children in fixed learning groups based on a single reading score), is the opposite of RTI.
  • off grade level trajectories
  • this may includ
  • assess the slope and speed of learning and plot the target from there.
  • content acceleration and content enrichment.
  • independent or small group project of their choice.
  • renzullilearning.com.
  • additional learning opportunities that both challenge the learner and address high interest learning topics.
zamartin313

What Is Successful Technology Integration? | Edutopia - 26 views

www.edutopia.org/-integration-guide-description

technology integration standards

shared by zamartin313 on 14 Jul 17 - No Cached
  • Project-Based Activities Incorporating Technology
  • Game-Based Learning and Assessment
amberdewire

Educational Leadership:Feedback for Learning:Seven Keys to Effective Feedback - 87 views

www.ascd.org/...eys-to-Effective-Feedback.aspx

feedback assessment teaching formative UBD Wiggins

shared by amberdewire on 03 Oct 12 - No Cached
  • Whether the feedback was in the observable effects or from other people, in every case the information received was not advice, nor was the performance evaluated. No one told me as a performer what to do differently or how "good" or "bad" my results were. (You might think that the reader of my writing was judging my work, but look at the words used again: She simply played back the effect my writing had on her as a reader.) Nor did any of the three people tell me what to do (which is what many people erroneously think feedback is—advice). Guidance would be premature; I first need to receive feedback on what I did or didn't do that would warrant such advice.
  • Decades of education research support the idea that by teaching less and providing more feedback, we can produce greater learning (see Bransford, Brown, & Cocking, 2000; Hattie, 2008; Marzano, Pickering, & Pollock, 2001).
  • Feedback Essentials
  • ...25 more annotations...
  • Goal-Referenced
  • Tangible and Transparent
  • Actionable
  • User-Friendly
  • Timely
  • Ongoing
  • Consistent
  • Progress Toward a Goal
  • But There's No Time!"
  • remember that feedback does not need to come only from the teacher, or even from people at all. Technology is one powerful tool—part of the power of computer-assisted learning is unlimited, timely feedback and opportunities to use it.
  • learners are often unclear about the specific goal of a task or lesson, so it is crucial to remind them about the goal and the criteria by which they should self-assess
  • I recommend that all teachers videotape their own classes at least once a month. It was a transformative experience for me when I did it as a beginning teacher.
  • research shows that less teaching plus more feedback is the key to achieving greater learning.
  • Even if feedback is specific and accurate in the eyes of experts or bystanders, it is not of much value if the user cannot understand it or is overwhelmed by it.
  • Adjusting our performance depends on not only receiving feedback but also having opportunities to use it.
  • Clearly, performers can only adjust their performance successfully if the information fed back to them is stable, accurate, and trustworthy. In education, that means teachers have to be on the same page about what high-quality work is. Teachers need to look at student work together, becoming more consistent over time and formalizing their judgments in highly descriptive rubrics supported by anchor products and performances.
  • Score student work in the fall and winter against spring standards, use more pre-and post-assessments to measure progress toward these standards, and do the item analysis to note what each student needs to work on for better future performance.
  • Effective supervisors and coaches work hard to carefully observe and comment on what they observed, based on a clear statement of goals. That's why I always ask when visiting a class, "What would you like me to look for and perhaps count?"
  • . Less teaching, more feedback. Less feedback that comes only from you, and more tangible feedback designed into the performance itself.
  • how we are doing in our efforts to reach a goal.
  • get another opportunity to receive and learn from the feedback.
  • computer games
  • quickly adapt
  • ack, do you have some ideas about how to improve?" This approach will build greater autono
  • ck, do you have some ideas about how to improve?" This approach will build greater autono
  • Mark Gleeson on 03 Oct 12
     
    Wiggins Advice, evaluation, grades-none of these provide the descriptive information that students need to reach their goals. What is true feedback-and how can it improve learning? Who would dispute the idea that feedback is a good thing? Both common sense and research make it clear: Formative assessment, consisting of lots of feedback and opportunities to use that feedback, enhances performance and achievement. Yet even John Hattie (2008), whose decades of research revealed that feedback was among the most powerful influences on achievement, acknowledges that he has "struggled to understand the concept" (p. 173). And many writings on the subject don't even attempt to define the term. To improve formative assessment practices among both teachers and assessment designers, we need to look more closely at just what feedback is-and isn't.
  • amberdewire on 05 Aug 15
     
    Effective Feedback - Grant Wiggins
Tony Bollino

Is It Gamification, Or Game Based Learning? » Brain Based Learning - 37 views

www.brain-basedlearning.com/ication-or-game-based-learning

gamification game based learning GBL

shared by Tony Bollino on 15 Apr 15 - No Cached
  • Tony Bollino on 15 Apr 15
     
    These two terms get thrown around a lot, often interchangeably, but they're not really the same. They're both important concepts, and they're both useful. However, they are useful in different contexts and that's why I think it's important to define each one.
pkrason

Free Technology for Teachers: Socratic Smackdown - A Game for Learning and Practicing Discussion Strategies - 131 views

www.freetech4teachers.com/...ackdown-game-for-learning.html

Teacher Tool

shared by pkrason on 21 Sep 14 - No Cached
  • forty students
    • pkrason
      pkrason on 21 Sep 14
       
      I tried mine with a class of 30, and it worked out very well.  I chose to prepare the room in a typical Socratic Seminar fashion with chairs aligned in two concentric circles.  
  • text-based question
    • pkrason
      pkrason on 21 Sep 14
       
      Essential Questions throughout the chapter work well for this purpose.
  • debate a question
    • pkrason
      pkrason on 21 Sep 14
       
      We debated whether or not Emperor Qin Shi Huangdi was a successful leader.  We also built a discussion off of analyzing Medieval and Renaissance artwork.  
    • pkrason
      pkrason on 21 Sep 14
       
      Debate
  • pkrason on 21 Sep 14
     
    Socratic Smackdown is a fun discussion-based game to encourage students to formulate arguments and argue these points referencing textual evidence.
Michele Rosen

Kahoot! | Game-based blended learning & classroom response system - 133 views

getkahoot.com

shared by Michele Rosen on 31 Oct 13 - No Cached
  • A game-based classroom response system For schools, universities, & businesses
  • Ask thought provoking questions
  • Students, take control of your own learning
  • ...1 more annotation...
  • Easy-to-use, inclusive & highly engaging
  • Martin Burrett on 31 Oct 13
     
    This has got to be the funkiest instant poll, quiz, response site around. Create questions, quizzes and polls with optional uploaded images for participants to complete in real time from a computer or mobile device. The users access the quiz by using a pin code. The 'question master' gets the data back instantly and it is stored on the site or can be downloaded. This is superb for checking the knowledge of children in your class or that your audience is still awake. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
  • Deborah Baillesderr on 06 Apr 14
     
    A fun online interactive, gamebased way to give quizzes. You can also do discussions and survey. Here is a short youtube video on how to use it, www.youtube.com/watch?v=BfoyDG8HG6A&list=UUaW4ssrzSaQeAZbA3mo73DQ
  • Deborah Baillesderr on 06 Apr 14
     
    An easy and fun way to give quizzes. You can also do discussions and surveys. Here is a short youtube video on how to use it, www.youtube.com/watch?v=BfoyDG8HG6A&list=UUaW4ssrzSaQeAZbA3mo73DQ
Deborah Baillesderr

Reframing Failure as Iteration Allows Students to Thrive | Edutopia - 51 views

www.edutopia.org/based-learning-iteration-video

iteration failure edutopia

shared by Deborah Baillesderr on 16 Feb 14 - No Cached
  • Deborah Baillesderr on 16 Feb 14
     
    Love this idea!
Marc Patton

Game-based learning - 88 views

www.edutopia.org/edutopianews.html

Teaching_Ideas Teacher_Resources Technology

shared by Marc Patton on 11 Dec 13 - Cached
  • Don Doehla on 11 Dec 13
     
    Excellent resources for including game-based learning opportunities
  • Marc Patton on 11 Dec 13
     
    Ideas for Game-Based Learning and Assessment
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