Using Academic Games Design Question 5 - Element 25: How do you use academic games to engage students?

Before we begin… Before we begin talking about element 25, let’s be sure there is an understanding about how the elements in Design Question 5 are related. This is important as you plan your lessons. While watching the below video, please take notes about how the elements in Design Question 5 are related. Click here for the video.

How are the elements in Design Question 5 related to each other? After watching the video, you should have noticed that all of the elements have one common goal and that is to engage students in the learning process. Each element provides a different tactic for meeting the same goal. We hope you also noticed that while all of these elements are contained under the category “Enacted on the Spot”, student engagement can and should be planned for in advance. However, you will still need to read your students and apply some of these strategies as you notice the overall energy of the group becoming low. Now, let’s talk about element 25, specifically.

Review Teacher and Student Evidence NOTE: This list of evidence is not all inclusive but is instead a list of possible examples.

Review Scale for Element 25

Desired Effect in the Students The desired effect is, “students will cognitively engage or re-engage as a result of the use of academic games and inconsequential competition.” To receive an Innovating rating, the teacher must monitor and make accommodations so that every student in their classroom achieves this desired effect.

Task While watching the video below, please identify why the use of academic games is effective in engaging students and the four constructs that can affect (positively or negatively) a student’s engagement. Click here for the video.

Video Questions Q: Why do academic games increase student engagement? A: Academic games require students to supply missing information. Additionally, they deepen students’ understanding of content and increase their energy and motivation. Q: What are the four constructs that can affect (positively or negatively) a student’s engagement? A: A student’s engagement may be affected by their emotional state as they approach a task, whether they perceive the task to be interesting, the importance of the task and if they believe they can accomplish the task.

Task The below video demonstrates a teacher using academic games in her classroom. This video is especially interesting in that it features a fourth grade Phoenix area teacher who is demonstrating the use of an academic game that is pulled directly from the Investigations curriculum materials. While watching the video, focus on the teacher and student evidence so that you can rate the teacher on this element. Click here for the video.

Task On the next slide is the teacher and student evidence. What evidence did you see and were able to document? Use this to rate the teacher as you walk through the next few slides.

Review Teacher and Student Evidence What did you see?

Review Teacher and Student Evidence What did we see?

How to Rate Teacher and Student Evidence You can only give credit for what you see. The teacher uses structured games such as Jeopardy, Family Feud and the like. The teacher is utilizing a game called Fill Two. Students engage in the game with some enthusiasm. The students demonstrated enthusiasm for the game by participating intently and demonstrating excitement upon winning.

Review Scale for Element 25 to Rate the Teacher Insert the scale here.

How we Rated the Teacher This teacher earned a rating of Applying. This rating was given because there is evidence that the teacher utilized academic games and inconsequential competition to maintain student engagement. She also monitored the students for the extent to which the students were focused on the academic content of the games. She circulated throughout the room while students were playing the game and redirected students who demonstrated difficulty differentiating between hundredths and tenths. This teacher did not receive an Innovating rating because there is no evidence on the video that she adapted the game to meet unique student needs in order for the effect to be evidence in all students. The good news is that your administrator will be able to see and talk to all of the students in your classroom during a walk through. Insert the rating you want to give the teacher. You can snip it from the scale in the previous slide.

Task – For Teachers With a Smartboard The video on the upcoming slide is worth watching because it directs teachers to think about the management aspects of using academic games successfully as well as providing a wealth of resources for incorporating a Smartboard. While watching the below video, please identify 1. important management concerns for incorporating academic games and 2. a resource you can use to incorporate academic games in an upcoming unit you are planning to teach. Click here for the video.

Video Questions Q: What management concerns do you need to consider when using academic games? A: Hopefully you found that you need to consider the size of the group that will be playing the game and how to keep all of the students involved in the game. For example, you may have all of the students respond to each question in using white boards. Q: Identify a resource that you can use to incorporate academic games in an upcoming unit. A: Hopefully you were able to use one of the resources presented in the video to incorporate academic games into a unit you will be teaching. If you find one that matches your curriculum you may be able to use a ready-made resource. Others will require you to customize. Especially for older students, the resources that require them to create their own game can be especially valuable.

What is next? First, start with a self-evaluation. What teacher and/or student evidence can you identify for element 25 in your classroom? What rating do you think you would receive on the scale for this element? Now that you have determined where you rate on the scale, take some time to identify what you need to change or improve upon in order to grow to a higher rating on the scale. The resources on the following slide may be useful in helping you to get started.

Resources Log into www. effectiveeducators. com Resources Log into www.effectiveeducators.com. If the hyperlinks don’t work, please copy/paste them. A List of Games You Can Use in Your Classroom to Promote Student Engagement: https://www.effectiveeducators.com/attachment/show/502bb03ce4b0eaed9d1bb9ed Strategies for Using Academic Games: https://www.effectiveeducators.com/attachment/show/502bf4a1e4b0eaed9d1bf69a Video of an Elementary Music Teacher using Academic Games: https://www.effectiveeducators.com/resource/show/4e2d8e4d5d17508eb10898a2 Video of a Middle School German Teacher using Academic Games: https://www.effectiveeducators.com/resource/show/511d0f22e4b005cb49316e4d

Is this element in your PGP? Then you need to… sign into www.effectiveeducators.com. Click on the Growth tab and then click on the Plans option. Open your current plan and fill out a new Reflection Log, answering the appropriate questions. Decide how you will change your teaching as a result of viewing this module. Execute your change, reflect on its impact, and fill out another Reflection Log in iObservation.

Further questions? Here are resources in case you have further questions: Your evaluator Another evaluator on your campus Your school’s classroom practice mentor (CPM)