Category Archives: EDET 679 Gamification

Week 11 Journal

Week 11 679 Journal

This week our Essential Question was “What is the game you are thinking of writing up for your classroom?” I said I am thinking of using Quizizz, Flipquiz, and Newsela.

I need to come up with a theme like other blogs that I have been reading about. I was think of using the theme “Iditarod” for the trail across northern Alaska once used to deliver serum to save the people who were sick. I think all of the kids know this story about the Iditarod or we can read it to refresh students’ minds. In the classroom, I would organize different groups according to the different regions of Alaska. When we do Quizizz, students can earn extra points for their team. The homework parts can be extra. After students earn a number of points, they will get coordinates to navigate the trail. They will have to use a map to figure out which is the best direction to go. All travel would be done on land. It could also be run like in “Alaska Survivor,” where students would be given a clue and have to race there. The first group to arrive would get to choose what they want to use. They have to work together to race to the finish. This is what I am thinking now, but I may change it a bit.

In reading others’ blogs, I was very impressed with the things my classmates are thinking about and doing. When I read Anothony’s blog, I was blown away. I think it was so awesome how one of his scrolls is in pieces and the kids have to work together to put it back together. This sounds very exciting. He is also using ClassCraft. I may have to look more into ClassCraft and see how the battles he is writing about happen. Sometimes all of the game talk feels a little over my head: XP, AP, GP—I just don’t know if I can learn all that there is to about this game. It seems a little too much for me now. Maybe eventually I will get it.

One thing that I understood was what Gerald wrote about. He wrote about game replay, where students are able to redo assignments for mastery. Other terms, like “experience points,” and “leveling,” I am still not quite sure about. I think I get “boss challenge”—when they challenge you at something and can earn points. He talked about using clickers. Clickers are always fun and students should enjoy that.

Kate said engagement is the best for getting rid of unwanted behavior. That is so true! I agreed with her question: Why reinvent the wheel when you can use another game and adjust it? She is using a game called Pandemic. I like that in that game students are playing against the game and not each other. This sounds like a great lesson!

Mariah’s lesson is very creative! Sounds like an excellent learning tool! I think the kids are going to love it. I like the idea they are in the future and they have to figure out why people have lost their memories. I also like how they have the ability to gain items to help them get closer to helping the world remember mathematics.

Reading people’s blogs was very helpful for me. I think I have gotten some ideas to use for a game in my classroom. I just need to look at the rubric, see if I have all of the pieces, and work on it. It has been hard for me to think of a game because I was thinking we needed to make our own. Now that I see others are using other games like Monopoly and Pandemic, I feel more confident about customizing Quizizz, Flipquiz or Newsela to make my Iditarod game more engaging. I hope it works out. I guess the real test occurs when the students play it—I would expect to have to need to adjust some parts after we experiment.

I look forward to hearing more about other classmates’ games and how things go with them. They all sound so exciting! I hope mine is equally stimulating and engaging for the students.

Week 11 679

Essential Question: What is the game you are thinking of writing up for your classroom?

I am thinking of writing up Quizizz for my classroom (https://quizizz.com/join/).   I can share this on Google Classroom, where the students already have accounts set up.  I wanted to stick with Alaska since I am doing my Unit on Alaska in my other class. I was searching games to play and I found the Quizizz site. It reminded me of Kahoot, but I think students will enjoy this game more. It also has homework that you can give. I was thinking I could integrate Quizizz as an extra XP or side quest that students can choose if they want to.

One platform that I learned about from a group that was presenting this week was Aurasma. This is a very intriguing site, but students would have to use phones, and our school has a no phone policy. I think this would be great for finding hidden eggs or for scavenger hunts. I am still going to look into this and learn more about it and maybe convince the principal that students be allowed to have phone access in my class maybe for certain days. I will have to learn more about Aurasma and get the hang of it first.

Another app I found is FlipQuiz (https://flipquiz.me/boards/recent), which works like a Jeopardy game, rewarding students a points relative to which category they choose. I was thinking I could divide the class and they could compete against each other.

Something else that I can use with Google Classroom is Newsela. Using this program, I could assign an article on Alaska for students to read and answer questions on. They could earn extra points if they do some searching on their own, find an article that relates to Alaska, and answer the questions.

Genevieve talked about a point system from Aviles (2014) that scores gamification progress by “Quest points”:

•Epic Quests (Tests) – 1000p

•Heroic Quests (Quizzes) – 500xp

•Side Quests (Hw) – 400xp

•Social Quests (Part/Disc) – 300p

I will be looking more closely at this idea to consider integrating it into my classroom game plan. Right now, I am not certain how this is going to go. I have some ideas on what I think I can use for a new game and, at this point, am leaning toward Quizizz. I am hoping that when I read other students’ blogs I will get a clearer picture and some ideas of what others are planning to do in their classrooms.

Reference

Aviles, C. (2014, February 14). Gamify Your Class Level I: Xp Grading System – Teched Up Teacher. Retrieved November 09, 2016, from http://www.techedupteacher.com/gamify-your-class-level-i-xp-grading-system-2/.

 

Week 10 Journal 679

Week 679 Journal

This week our Essential Question asked how we would change the rubric for the final project to better reflect what is important in games? I wrote that I wouldn’t change anything on the rubric. The research that I did supported what was on the rubric. The only point that I am reconsidering is the story part. Gerald showed some research that shows story line does not have to be in the rubric. This is making me rethink that part, but, other than that, I thought the other sections of the rubric were good.

In responding to others’ blogs, I felt the same way as Mariah in that I am not sure how I can strive for “Exceeds,” since I have never done gamification in my class. This is a very good point! Matera encourages teachers who are beginning to adopt gamification in the classroom to be implemented at a small level. I already felt overwhelmed when I read the chapter on all the games, badges, and things like that. I was like “Wow” this is a lot. I would have to start very small.

Sarah mentioned a very important step here: “Teachers should know what they want their students to know, before they start teaching it to them.” I wasn’t seeing what story line was. I like what she wrote here: “My storyline that I have deals with the students being part of a team that has left Earth in search of a new home. To reach their new safe haven, they will have to navigate the depths of space, running into different issues along the way.” I think I understand now what a story line is. I like the second tip that Meyer (2016) shares for gamifying a course: don’t build everything at once. I think I would start to feel overwhelmed if I tried to do this. I like the motivation part as well—human survival sounds exciting! It is awesome how she is going to let students choose which assignment appeals to them. Sounds like a lot of work to create different assignments, but her unit sounds awesome! I am excited to hear how her students respond to it.

Heather had some concerns about the rubric in that there were too many concepts. I said I have to agree. This is very interesting what she quoted here from Duarte (2010): “stories are the most powerful delivery tool for information, more powerful and enduring than any other art form.” I think it is very important to have a good story with our units so we can hook students right off the bat. I like the treasure map idea. I still need to think of a story for my unit.

Gerald mentioned an interesting fact about Tetris and Minecraft. I used to play Tetris when I had time, and I didn’t think about the story line when I was playing a game. He wrote, “Gabe Zichermann relates that there is no need to have a story when the key story is the user’s own progression to mastery through game play.” I think a lot of players don’t care for the story line, so it may not be an essential element. If this is true, it may not be appropriate in the rubric or may need to be described differently, like “story line or path to mastery.”

It has been going great in this class. I am still struggling with the gamification of a unit. I am thinking of keeping it on Alaska since, in the other, class I am doing my unit on Alaska. I look forward to the new platform that we are going to learn about next week. I also look forward to talking with others in class and getting some ideas about gamification and things that I can bring in to gamify my unit. Hopefully, by interacting with others, I can get more ideas on what to do and be able to create a great gamified unit that I can use in my classroom.

Week 10 679

Essential Question: How would you change the rubric for the final project to better reflect what is important in games?

Looking at the rubric and what I have been reading about gaming, I don’t think I would change anything. My current concept of gamification is trying to use games to engage your students. I use games such as Kahoot or Geography learning games. I don’t use any other games in my class and am still learning how to incorporate more games into my class. I am still not quite sure how my final project is going to be. I wanted to do something with Alaska since I am doing a unit on this. For the rubric, I am still not quite sure how I make a game, but looking at some research, I see the rubric we have is a good one.

For the rubric for Engaging and Motivating number 4, Matera (2015) says, “Game systems, on the other hand, incorporate choice and motivational mechanics, such as questing, gaining access, and preserving the open-ended process by giving agency over to the player. When we follow suit and structure these elements into our content, student motivation and knowledge acquisition increase.” By giving students control over the game they will feel connected and will experience “flow.”

According to Matera (2015), “Flow is a state of heightened focus and immersion one experiences while participating in activities such as art, play, and work.  It is where the magic of happiness and optimal performance meet. He defines flow as the creative moment when a person is completely involved in an activity.”

Content is the curriculum and required standards and would fall under number 1 on the rubric. It states this purpose clearly and correlates with multiple learning objectives and standards pertaining to course work. Choice, in the open-ended game model, is an invitation for students to explore unique, individual paths to content acquisition. Challenges are raised by the unknown twists and turns that keep the learner engaged throughout the unit (Matera, 2015).

Bartle’s theory, which was specifically designed for MMOs, or Massive Multiplayer Online games, and offers insights into gamers’ likes, dislikes, and motivations, would fall under skill scaffolding and mastery on number 6. By knowing your students and what they like and dislike, teachers can appropriately scaffold the game. Matera (2015) talks about achievement, and this category is about mastery—giving the player the opportunity to learn and practice a skill.

Every student needs feedback when working with new learning tools. Number 7 on the rubric is on encouragement and feedback. Matera (2015) said, “Our students need constructive feedback; they also need for us to hold up examples of excellence. Using status as a game mechanic reflects what happens in real life by providing a model of what is truly great and inspiring students toward action.”

Number two on the rubric talks about narrative context and storytelling. Matera, (2015) said, “Immersion is all about storytelling and designing a world that students can relate to and that allows them to explore, grow, and create.”

Cooperation includes traits like coordination, coalition building, and grouping or banding together. This would fall under number 5 which looks at students’ ability to interact with others and the game. Competition allows for players to interact with one another (Matera, 2015).

According to Landers and Callan (2011) (quoted in Wood and Reiners, 2012), “Gamification is not a game for learning purposes, but application of the motivational properties of games . . . [Gamification] layers them on top of other learning activities, integrating the human desire to communicate and share accomplishment with goal-setting to direct the attention of learners and motivate them to action”.

Millar (2013), referring to Deterding et al. (2011), recalls the “first documented use of the term “gamification” was in 2008 and was defined simply as using game design elements in non-game contexts. Since 2008, gamification as a concept has been broadened and defined by others.” In other words, gamification uses game-thinking skills and mechanics to solve problems.

According to (Kapp, 2012) as cited in (Miller, 2013), “gamification is using game-based mechanics, aesthetics, and game thinking to engage people, motivate action, promote learning and solve problems.” This would go with number 3 on our rubric: well organized, risk oriented and problem solving.

Benefits of Gamification are known to be physiological, according to (McGonigal, 2011, cited in Miller, 2013). Scientists have measured the increased release of the chemicals norepinephrine, epinephrine, and dopamine in the brain that not only bring on “good feelings,” but make us more receptive to learning (Gutierrez, 2012, cited in Miller, 2013).

“A survey done in Ireland, Online Gaming and Youth Cultural Perceptions by Killian Forde and Catherine Kenny, suggests that kids who play multi-player games online “are more likely to have a positive attitude toward people from another country: 62 percent of online gamers hold a favorable view of people from different cultures compared to 50 percent of non-gamers.”(Shapiro, 2014). This would relate to number 5 on the rubric having to do with students interacting with one another.

Looking at the rubric, I see that all the parts that I found some research on are listed. The only one that I didn’t find anything on was the last piece which is on Utility. I think I would leave the rubric as it is. I hope as I read some other blogs that they have found some reference on utilities.

References

Guiterrez, K. (2012). The 5 Decisive Components of Outstanding Learning Games. SHIFT eLearning Blog. Retrieved November 12, 2012, from http:// info.shiftelearning.com/blog/bid/234495/The-5- Decisive-Components-of-Outstanding-Learning- Games

Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. San Francisco, CA: Pfeiff

Matera, M. (2015). Explore like a pirate: Engage, enrich, and elevate your learners with gamification and game-inspired course design. Dave Burgess Consulting, Inc. Kindle Edition.

McGonigal, J. (2011). Reality is broken: why games make us better and how they can change the world. New York: Penguin Press.

Miller, C. (2013). The gamification of education. Developments in Business Simulation and Experiential Learning, 40.

Shapiro, J. (2014). Benefits of Gaming: What Research Shows. Retrieved November 09, 2016, from https://ww2.kqed.org/mindshift/2014/06/13/benefits-of-gaming-what-research-shows/education: Extending active learning.

Wood, L. C., & Reiners, T. (2012). Gamification in logistics and supply chain

rubric

 

Week 9 Journal

Week 9 Journal 679

This week our essential question was “How do you currently infuse play into your class? How might you change this as a result of some of the ideas you have encountered?”

I do not currently infuse too much play into the classroom. When I do, I use tools such as Kahoot and geography games to review for a quiz. I have also printed out maps of a continent and have had students get into groups and keep score to study for a quiz. Other than that, gaming does not play a big role in my curriculum.

My perceptions of gaming in the classroom have changed, and I feel prepared to experiment with incorporating more game playing into my teaching. This last platform that we learned about, ClassCraft, is one example of something I have encountered in this class that I am excited to try out.  I think I will start with one game and then, after I get used to that, integrate another. There are many great ideas but I feel a little overwhelmed since I do not know much about gaming, badges, or other tools I am just now learning about. It is all new to me, so I will start small and, when I feel more comfortable with gaming, infuse more of it into my classroom.

In reading others’ blogs, Heather is going to try a monopoly-type approach and have students choose their path. I think this sounds exciting! I suspect she will get a lot of buy-in from the students, because they will get to choose what they want to do first.

I told Gerald that I am still trying to embrace gamification as well. I am not a gamer and don’t play games in my class, except Kahoot, and that is only once in a while. I suggested he try to use Kahoot to play a math game with the students.

Kate wrote about a fun way to review vocabulary that gives students a chance to move around. She said that sometimes she will stick a definition and word on students’ backs and they have to find the definition that matches the word. I like that idea. She wrote about code.org, and I said I have heard of code.org and one of our teachers was doing that with our students. I told her that I need to find more social studies games that I can do with students.

I told Anthony that I don’t infuse gaming into my classroom as well. I would like to, but I need to learn more games that I can bring into my classroom. He wrote about how if students get their homework done, they can shoot a basketball and, if they make it so many times, can get a prize from the prize box. I said that sounds like a great way to encourage students to get their homework done. He also wrote about how sometimes he will have the class challenge him. I said that is another great way to engage students. Who wouldn’t want to try to beat their teacher at a game?

Heather liked the idea of house vs. students. It is similar to what Anthony talked about where you challenges the students. I said I would have to try that out. I can see where it might give me a playful way to interact with my students. I told her that this is my question as well: “How can I tie these games to my story line of the gamified course and the badges?” I like the penny drop, but how do I create a game out of this, or is this supposed to be just fun for the students. I like the idea but was not sure how to incorporate it into my classroom.

It has been a busy week, but very productive. I have gained many ideas from reading others’ blogs about some ways I have not thought of that teachers are using gaming in their classrooms.  Like I said before, I have not been integrating many games, but I am excited about what I am learning and look forward to bringing it some of this into my classroom, so  I will have more engaged students. I look forward to seeing this one day.

Week 9 679

Essential Question: How do you currently infuse play into your class? How might you change this as a result of some of the ideas you have encountered?

I do not currently infuse too much play into the classroom. When I do, I use games such as Kahoot and geography games to review for a quiz. I have also printed out maps of a continent and had students get into groups and keep score to study for a quiz. Other than that, I do not use games in my classroom.

My perceptions of gaming in the classroom have changed, and I feel prepared to experiment with integrating more games into my curriculum. This last platform that we learned about, ClassCraft, is one example of something I have encountered in this class that I am excited to try out.

“Badges and items are successful when they are created with purpose. They will boost your game in terms of interest, complexity, and flexibility, if they are designed with intention” (Matera, 2015). I first need to learn how to make badges and how to integrate them into my classroom.

I like Matera’s suggestion of a House Badge. This is when the whole class studies and tries to score 85% or higher in order to earn a badge. Matera (2015) said, “Students become motivated to work together and study hard, which leads to all of them feeling prepared and motivated for test day.”

Matera (2015) had the following suggestions to get started:

Route One: Story – Develop a list of possible names for items/ badges within the setting of your game world.

Route Two: Course / Content – Within your content, think of lessons and units that could generate badges/ items.

Route Three: Game – Are there elements within your game with which items/ badges could interact? Examples – XP: earn double XP on a side quest.

Another suggestion (Matera, 2015) suggested is:

Exploring Route One: Story – Find images that reflect your setting; watch a show or read a book to spark ideas for names of your badges.

Exploring Route Two: Course / Content – What are the moments in your class that deserve badge recognition?

Exploring Route Three: Game – Do students earn this badge? Or do students start with this badge and work not to lose it? – Do badges have a point system attached? I think this would be a lot of work and will take awhile to get use to.

I might start with simple suggestions such as these:

Mega Tic Tac Toe – Begin the game by asking a team a question.

Crocodile Dentist: This game is played in phases. Phase One: Give each team a set of questions to answer. Teams work through the answers and turn them in to the teacher. Give each team points for the correct answers. The team that gets the most right will go first in Phase Two. Phase Two: Each team sends up one member to press their luck with the Crocodile Dentist. They will earn point if the crocs mouth does not close. This sounds like a fun game that students would enjoy.

Graffiti is used to preview a unit. Instruct students to look at the pages of the new chapter and find key terms and then they will “graffiti” the terms on the board. This would be a good way to introduce some new vocabulary to students.

Matera (2015) states, “Games connect people; they inspire us to do the impossible by working together to reach our fullest potential. Game-based learning provides opportunities to take risks, to fail, and to try again with newly acquired knowledge of the content and ourselves.”

Shapiro (2014) adds, “Play is useful because it simulates real life experience — physical, emotional, and/or intellectual — in a safe, iterative and social environment, not because it has winners and losers.” In one study, “65 percent of teachers note that lower-performing students show increased engagement with [gaming] content, versus only 3 percent who show a decrease.” Sharing and collaboration go hand-in-hand and it is the way students play and learn today that will determine ways they will work tomorrow (Shapiro, 2014).

If I tried a few of the ideas that I have encountered here, I think I would see a difference in the way students are learning. By tapping into games and incorporating this kind of new method into my classroom, I can help my students be more engaged and excited about learning. I want them to enjoy learning, and if games can help that, then I am willing to try.

References

Matera, M. (2015). Explore like a pirate: Engage, enrich, and elevate your learners with gamification and game-inspired course design. Dave Burgess Consulting, Inc. Kindle Edition.

Shapiro, J. (2014). Games in The Classroom: What The Research Says. Retrieved November 1, 2016, from https://ww2.kqed.org/mindshift/2014/06/27/games-in-the-classroom-what-the-research-says/

Week 8 Journal

Week 8 Journal 679

This week our essential question was “Which aspects of story and game mechanics will be useful in your class and how might you use them? I say, I was a little overwhelmed by this, since I don’t know much about games. There was so much that Matera offered, it’s hard to know where to begin. I think I would start with the story mode with themes, setting, characters, and conflict. Students can relate to this, as most have some experience with writing in a Language Arts class. I would start small until I got my feet on the ground, like making badges. I think it will take some time to learn but, once I do, the students will be excited and engaged in the lesson that we would be working on.

In responding to others’ blogs, Sarah has a great start to her unit. I like what she quoted here, from Matera: “These mechanics work together to build a custom experience that, when combined, lead to memorable moments in your class.” This is what we want for our students. I wonder about showing the ranks in class. If a student is not doing well, I wonder how that would make them feel. I know some will be motivated but some it may discourage. I will just see how it goes if I try this in my class. Along those same lines, Gerald made the good suggestion to opt out of leaderboards. Some students may not like to have their name posted. I also worry about kids who don’t see their name posted. How will that make them feel?

Kate made a good point here: “Knowing and understanding the needs and motivators of your students is critical.” This is so true! It you don’t know what motivates them, then they are not going to be engaged. It is important to find out what gamer type you have in your classroom as well. She made great points!

Heather has started on a wonderful unit. I wondered if she has experience with games before in her class. I would love to try one, but I am not experienced and don’t yet even know how to create badges to anything like that. It just seems a little overwhelming for me. I know once I learn more, I will get used to it. This is always the case with me and new methods. It is a learning process that I have to go through with the students.

It has been a great week, and I have learned about a new platform, ClassCraft. I am thinking of trying this with one class in particular that has some issue with talking. I wonder if I tried this out on them if it would work. Again this is new, and I am learning as I go. All I know is I can always try it out and, if it doesn’t work, at least I gave it a shot. If it does, then maybe I will see a turnaround in some of my students with this type of motivator.

I look forward to the other presentations that we are going to have, as well as learning how I can use new methods in my classroom.

Week 8 679

Week Eight Essential Question: Which aspects of story and game mechanics will be useful in your class and how might you use them?

Choosing a theme is the first step in gamification and will set the tone for the lesson, unit, or even the year ahead. Theme is the frame of your story, and it provides the backdrop for activities, items, badges, and challenges (Matera, 2012).

This will be your unit that you want to study with your class.

The setting is where all parts of the story come together and the players get specific details about the world. Setting is one part location and two parts description as we create a world that awakens the imagination (Matera, 2012).

After you have your theme and setting you will need characters. Characters drive the game. They are what your students become— the heroes they cheer on and the villains from which they run (Matera, 2012).

Every good story needs some action or conflict. You can have students create stories about a theme that you are exploring. Students can write a paper using theme, setting, character, and action or conflict. I think some students would really enjoy creating their own story.

Siring (2012) said, “Gamification at the basic level involves concepts of games to motivate and engage our audience.” He goes on to say that we need to understand that gamification is not about gaming but, about understanding the tools and motivators we see in games and bringing those in the classroom to engage students.

Some other concepts that Matera talks about would also be useful in the classroom.  I like how he talked about having each student type out a standard résumé that lists their strengths as well as their areas for growth— but they don’t put their name on it. Leaders then would look at the list and choose their teams by their strengths. I think this is a wonderful idea, because it would replace students being picked because they are friends or popular with them being picked on the basis of what they can do.  Another good concept that I liked is when students formed TAC or Teach, Advise, Coach models. I think this would be a great motivator so students are not missing any work. I like how he set up a challenge between the different classes. I think that would motivate some students. I think using badges may be a great idea as well but would need to learn how to make them.

There is a lot that I still need to learn about game mechanics. Some of the wording is new to me since I do not play games. I think starting easy with stories and badges would be a great start and then, when I feel more comfortable with these concepts, adding more to the classroom. I think when I do students will be motivated and excited to learn and be in my class. Not only will they be learning but I will be as well.

References

Matera, M. (2015). Explore like a pirate: Engage, enrich, and elevate your learners with gamification and game-inspired course design. Dave Burgess Consulting, Inc. Kindle Edition.

Siering, G. (2012). Gamification: Using Game-like Elements to Motivate and Engage Students. Retrieved October 25, 2016, from http://citl.indiana.edu/news/newsStories/dir-mar2012.php.

 

Week 7 Journal 679

Week 7 Journal 679

Our Essential Question this week was “How do you or might you use language to change the way that your students think about learning in the classroom?” Mr. Matera taught his students qualities that highly successful people have in common, which include confidence, creativity, enthusiasm, effort, focus, resilience, initiative, curiosity, dependability, and empathy. I think these are great words to use in your classroom and to teach your students to change the way they think about learning.

In the article titled “Engaging Students in Learning,” it is said that “Research has demonstrated that engaging students in the learning process increases their attention and focus, motivates them to practice higher-level critical thinking skills and promotes meaningful learning experiences. Instructors who adopt a student-centered approach to instruction increase opportunities for student engagement, which then helps everyone more successfully achieve the course’s learning objectives.”

In responding to others’ blogs, Matt wrote about Growth Mind Set. Another classmate mentioned this in their blog. I had forgotten that our school worked with this last year with our students and will be doing so again this year. We need to teach our students that our brain is a muscle and we need to work it. I really like the Growth Mind Set video that Matt shared. I have emailed it to myself so I can share with others at my school and show the students.

Kate made a great point when she said “I work hard to show them how failures are actually successes because they teach us something.” Students need to understand that sometimes they will fail because we all fail at times, but the thing is that you don’t give up; you keep trying until you get it right.

Gerald mentioned the ten common qualities that Matera describes successful people having. I think these are great words to teach our students. I agreed, these words can help us convey to students what it means to have purpose in learning.  I like what he said here, “We have not had a chance to teach students how to learn, and to enjoy learning.  I believe the one stigma that needs to change in our educational system is to allow students to fail.” This is true and I also believe that if we had more games in the classroom the students would see that failing is part of life, so it’s important not to give up and to keep trying.

Sarah echoed these great qualities from the readings: Confidence, Creativity, Enthusiasm, Effort, Focus, Resilience, Initiative, Curiosity, Dependability, and Empathy. I also believe that by putting emphasis on these traits in the classroom we can shift the focus of learning to beyond the classroom. What she said here is so very true: “If we want students to accept a new way of learning, then we need to teach them the language of that learning. We can’t expect students to automatically know the learning language that we, as teachers, are just becoming more comfortable with.”

I look forward to the next presentation on ClassCraft, which that a few of my classmates will be giving. I have never heard of ClassCraft so am excited to learn something new and see if and how I might incorporate it into my classroom. It has been a busy week, and I look forward to learning new material and interacting with my classmates in the week ahead.

Week 7 679

Essential Question: How do you or might you use language to change the way that your students think about learning in the classroom?

“His class helped us develop skills and passions that we will have the rest of our lives. I speak for my whole grade when I say that Mr. Matera changed the way we learn and inspired us to do more in and out of the classroom. Mr. Matera made my classmates and me want to come to school.” This is a quote from one of Mr. Matera’s students about his class.

Whatever the language you want to use, it’s important to remain consistent. He taught his students qualities that highly successful people have in common: confidence, creativity, enthusiasm, effort, focus, resilience, initiative, curiosity, dependability, and empathy and then used these words to define and drive what he calls Purpose-Driven Learning (Matera, 2015).

Confidence– As students get older, encouraging them to take risks. Their confidence will grow as they take chances. Let them know that they will sometimes not succeed the first time but to keep trying.

Creativity-The future belongs to those who can apply knowledge in new and innovative ways.

Enthusiasm– “When several of my students show up ready and determined, the entire feel of the class changes. “Beyond succeeding in the classroom, effort is important to every area of life, which makes this attribute one of the most important we can instill in our students” (Matera, 2015).

Focus– Focus requires intention and practice. Mr. Matera found he needed to remind his students need of this skill all of the time. I find that I have to remind my students as well.

Resilience- We need to help students understand that they learn as much, if not more, from their failures as they do their successes. “Teaching students that the word fail really stands for First Attempt In Learning is a great first step. Helping kids understand that learning is a process, we provide them with a chance to be explorers and encourage them to attempt to set sail (Second Attempt In Learning)”(Matera, 2015).

Resilience is more than just perseverance. Perseverance is about hard work and strong effort, while resilience is about adapting and overcoming obstacles. Students need to realize there will be times when it will be hard but they will overcome it if they don’t give up.

Initiative- Students instantly understand that taking initiative is the way to go if they want to win. They need to understand to get something done they need to take the steps forward to succeed.

Curiosity- Sparking curiosity sets the mind on fire. If we can connect our students’ passions to our content, we will ignite their drive to learn. Teaching students to be okay with this endless cycle of listen, process, ask, and repeat will empower them with confidence to explore.

Dependability- Students need to learn how to depend on each other. The more they work together and get to know and draw upon one another’s strengths, the better they do.

Empathy- We need to teach students how to be more inclusive, how to respond to other students’ questions, and how to build healthy relationships with one another. These are great words to use with your students to change the way they think about learning.

Holland (2016) would test her students and, based on the students’ answers, assign a weight in four separate categories: Socializer, Achiever, Explorer, or Killer. She says, “I use these results to inform how I make groups and how I ask kids to collaborate. It offers useful insight into how students will react in different situations, and also provides a starting point for me at the beginning of the semester.” I think this would be interesting to see how it would go. I would like to see how the groups act in this situation.

“I’ve found that understanding my students’ reasons for playing also provides insight into how they learn” (Matera, 2015). I talked about these gamer types last week in my paper. I will just point out how they are in class.

In your class, Achievers want to know they are doing well. Socializers in your class are also looking for meaningful relationships to be formed during the game.

Explorers will start the exploration phase by listening to the explanation of the game structure. Killers (Griefers) will be the first to talk about ways to protect and defend what their group has done. I know a few students who I know would be achievers just by the way they act and talk to me in class.

Gabe Zichermann developed the SAPS Model. SAPS stands for Status, Access, Power, and Stuff. This model is a powerful tool that can help educators to further understand what motivates their students. “The SAPS Model helps me incorporate different motivating factors to create a game-based course that ensures options for all students” (Matera, 2015).

Status- Our students need constructive feedback; they also need for us to hold up examples of excellence.

Access- People love to feel as if they’re part of something special, particularly when that access is based on conditions or accomplishments.

Power- All game players want some bit of power over the game.

“I occasionally do this by giving students choice over their projects or makeup of their work group” Matera, 2015).

Stuff -Done well, game stuff adds to the transformational experience that engages and escalates students toward becoming the best versions of themselves through exploration of the game (Matera, 2015).

These come from an article titled “Engaging Students in Learning,” which also points out that “Research has demonstrated that engaging students in the learning process increases their attention and focus, motivates them to practice higher-level critical thinking skills and promotes meaningful learning experiences. Instructors who adopt a student-centered approach to instruction increase opportunities for student engagement, which then helps everyone more successfully achieve the course’s learning objectives.” I think by following what Matera said and using this language in your classroom along with the SAP model and knowing your gamer type of students then you can change the way your students view learning in your classroom. If you are consistent and remind them daily of the words and meaning of these messages, then one day a student may say the same thing about your class and how it changed their life. This is what we want as teachers—to have an impact on a student and make a difference in each’s life. Following the model above moves us all closer to being able to achieve that.

 References

Engaging students in learning. (2016). Retrieved October 19, 2016, from http://www.washington.edu/teaching/teaching-resources/engaging-students-in-learning/

Holland, B. (2016). Use the Four Gamer Types to Help Your Students Collaborate – from Douglas Kiang on Edudemic – EdTechTeacher. Retrieved October 13, 2016, from http://edtechteacher.org/use-the-four-gamer-types-to-help-your-students-collaborate-from-douglas-kiang-on-edudemic/

Matera, M. (2015). Explore like a pirate: Engage, enrich, and elevate your learners with gamification and game-inspired course design. Dave Burgess Consulting, Inc. Kindle Edition.