stanfield: 2.0

Now that our TLLP project is finished, the big question is this: what have I learned and how do I apply it to my next year of teaching. First, my learning. For the most part, I see games as engaging for students. Most of the kids really enjoyed playing the educational games that we chose. They were excited and some
Read more…

a new year, another attempt at gamification

Last year, I attempted gamification of my classroom on several occasions (see earlier posts). Most of my students didn’t buy in, and I was on the fence on whether it was intrinsic or extrinsic reward, but I’m not one to give up, so I’m trying again this year. I have a new teaching partner, Jennifer McKenzie, who is open to
Read more…

finally…..real game-based learning

Dave’s right…..having students blog about their learning was really effective. Real time documentation of their learning seemed to be much more realistic and doable for them–they didn’t have to spend a lot of time thinking about what to write; as soon as they learned something about energy, they blogged what they learned. Simple, not overwhelming to those who don’t like
Read more…

The results are in…

The last time I blogged it was to speculate about the results of our use of blogging to assess students work on the game Electrocity. After reading many blog posts from the students and listening to discussions after the blogging time was over, it became apparent that, as with most assessments, some students used the new format to really demonstrate
Read more…

And the winner is…

We have just about wrapped up our unit on Conservation of Energy which, true to our TLLP, revolved mainly around a game called Electrocity. The game proved to be an excellent platform for teaching the students about forms of energy, the pros and cons of using the different sources of energy, and seeing how to balance the need for energy
Read more…

finding the right fit…part 2

I’ve been blogging quite a bit about my struggles with gamification in my classroom, but that is only half of our TLLP project. The other part is using game-based learning to deliver curriculum. GBL is a fun way to up the engagement factor in a classroom, but is that enough to justify its use? At the beginning of this journey,
Read more…

finding the right fit

I have been looking over the apps and games available for the Conservation of Energy unit for grade 5 and I have come to the conclusion that when using games or simulations there is a lot of   flexibility required to find that just right fit. I can check the expectations both in Science and in Language and then check
Read more…

the road to “congratulations”

Just like every well-prepared educator pre-reads the picture books he uses for read alouds, I consider it my mission to review numeracy software before my students are set to the task of skip counting by 5s, adding 3 digit numbers or dividing fractions. I will admit, in the comfort of this forum, that I have been in awe of a
Read more…

english language learners and voice recognition software

It’s an exciting time in our careers to have a vast amount of apps at our disposal.  Truth be known, the multitude of apps can be quite overwhelming and it takes time to sort through and find that ‘right’ app tailored to the learner’s needs.  I would say this has been a  challenge but all worth it when that effective
Read more…

gamification continues

About a month ago, I blogged about the latest in my gamification journey. After being uncomfortable with attaching public badges to academic achievement, I went another route: make quests based on acquisition of technology competencies. These skills are important to students, so motivating them to develop and refine these skills is worthy and important. With that, I felt better. After
Read more…

css.php