Enhance Learning in Science With Games

Pam KirklandMaster Teacher UTeach-UT Dallas M.Ed. Administration

Jennifer Burr ESL & 504 Coordinator Trinity Basin PreparatoryM.Ed. Administration Increase Student Interaction

Develop Inquiry Skills while Encouraging ELL Language Development

Enhance Understanding of TEKS and Discuss Ways to Incorporate 21st Century Skills

Objectives

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Just the Facts!

Why Play

Games?

Games and Student Achievement

• 60 studies were conducted by classroom educators on the effect of games and student achievement

• 20% growth in subjects studied

Educational Leadership Feb 2010- ASCDUsing Games to Enhance Student Achievement Robert J. Marzano

Aspects of Game-Based Learning

• 72% (8 out of 11) of studies showed retention is better when using game based learning

• Games may not always be the superior learning method, BUT they enhance motivation and increase interest in subject matter

Druckman 1995

Benefits of Game Based Learning

Using games for learning purposes has been supported by data

Learners are encouraged to combine knowledge from different areas to choose a solution or make a decision

Learners can test how the outcome changes based on their decisions and actions

Learners are encouraged to communicate with other team members and discuss/negotiate subsequent steps

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• Research over many years indicates that using games for learning leads to improved learning, increased motivation and improved performance

• A review of literature indicates that games can lead to better cognitive, affective and skill-based outcomes

Relationships Between Game Attributes and Learning OutcomesReview and Research Proposals

• Research over many years indicates that using games for learning leads to improved learning, increased motivation and improved performance

• A review of literature indicates that games can lead to better cognitive, affective and skill-based outcomes

Building Inquiry Skills Through GamesReview and Research Proposals

Consider the Following when Selecting Games

• Specific objectives to be mastered as the goal

• Amount of conflict or solvable problems addressed

• Progression of difficulty

• Student ownership of learning

• Connection to real-world applications

• Level of mystery (a gap in knowledge)

• Specificity and immediacy of feedback

• Risk-acceptable environment

• Team and student recognition

• Level of Inquiry

Consider English Language Learners in Your Class

Consider English Language Learners in Your Class

Plan for Purposeful Discourse

• Help create an environment that encourages academic discourse

• Consider student interaction - BICS (Collaboration Teams)

• Plan on accessing academic language development - CALP

• ELPS: listening, speaking, reading and writing, speaking, reading

and writing

ELL Special Needs AddressedContent Area Conversation

Classroom Talk

How can we use questioning to encourage students to use science vocabulary and build stronger BICS and CALPs?

Power Verbs- Need to model using

these for students

ELPS Chart

Teacher: Do you remember us discussing the lifecycle of star?

Student: Um, I think so.

Teacher: How do stars begin their life cycle?

Student: As little stars?

Teacher: Do you remember the term nebula?

Student: Yes, I think so.

Teacher: OK, what is the definition of a nebula?

Student: Ummm…..I’m not sure

Teacher: A nebula is a cloud of gas and dust in outer space. What is our nearest star?

Student: The Sun?

Teacher: Correct! Are all stars the same?

Student: No?

Teacher: Right, they vary by mass, temperature and brightness.

The End of the Game is NOT the End of the Lesson (continued)Debrief and Reflect

After the Game

Students should Debrief/Reflect on what they learnedAs A Class

• Share team results with the whole class

• Open discussion- Strengths/Areas for Improvement

• How could we improve?

• Use Technology: TodaysMeet, Survey Monkey, Plickers

• Use whiteboards

The End of the Game is NOT the End of the LessonDebrief and Reflect

Individually & as a Team

Reflection: Share Out and Write Out

• List the most challenging questions to answer – Explain Why• How did your team work through the problems?• How could you reword a question to get a better response?• Practice writing questions-write 2 new questions for the game• Write a summary of an “ah ha” moment for you during the game• Review interactive notebooks, revise notes if needed

Rubric for Games

• Reviewing a game before and after a lesson will help:­ Reinforce student comprehension of the material ­ Ensure the activity is in alignment with goals for all learners

• Rubrics are great tools to use!

http://rubistar.4teachers.org/index.php

Things to Keep In Mind With ELLs

• Provide a linguistic platform in order to advance to the next proficiency level (sentence starters, word walls, word banks)

• Allow adequate “think time” for students that may need additional linguistic processing time

• Include games that involve most or all the elements of the four language domains (listening, speaking, reading, writing)

Things to Keep In Mind With ELLs

The Activity should include:

• Content Objectives

• Language Objectives

• Social Objectives

Content-Area Conversations: How to Plan Discussion-based Lessons for Diverse Language Learnersby Douglas Fisher, Nancy Frey and Carol Rothenberg

Games

Ride The Rock Cycle: http://209.7.198.36/geologyonline/lessons/6.4/lesson.pdfhttps://www.youtube.com/watch?v=1LbTW5z_oN0

Scientific Dominoes

Taboo- Hasbro Game Modified

I Have-You Have:Atomic Bingo: http://osric.com/bingo-card-generator/

Fortune Tellers: www.GailLovely.com

Plickers: https://plickers.com/

Wrap Up

• Games provide an opportunity for student-centered learning

• Games provide an opportunity for BICS and CALP to occur between students

• Games can provide students with a challenging method for increasing their skills in listening, speaking, reading and writing

• Games provide the opportunity for educators to assess students through informal assessment

Blog Site for Information and Handouts• www.title3ellscience.wordpress.com

Science Taboohttps://www.csun.edu/science/ref/games/taboo/taboo.htmlhttps://wvde.state.wv.us/strategybank/documents/Taboovocabularydevelopment.doc.Dichotomous Key gamehttp://www.csun.edu/science/ref/games/downloadable_docs/dichotomous_key.pdfhttp://www.alaskasealife.org/New/education/VFT/SEA_ICE_MELT_DOWN/curriculum%20materials/3%20Curriculum%20Supplement

%20QUESTIONS.pdfTriple Play- work as a teamhttp://www.myteacherpages.com/webpages/mri/science.cfm?subpage=1251892Fortune Teller- good to develop questioning skills, www.GailLovely.comhttp://www.mytoysandmore.net/ctp2647-samplepages.pdfhttp://spaceplace.nasa.gov/starfinder/en/http://kickham8science.weebly.com/uploads/2/2/9/3/22937760/platetectonics_fortune_teller.pdfBody Systems Dominohttp://www.collaborativelearning.org/bloodcirculation.pdf Bingo: Atomic Bingo//Body Bingohttp://www.mcps.org/Science_Files/Bingo%20Review.pdfhttp://osric.com/bingo-card-generator/http://www.ellenjmchenry.com/homeschool-freedownloads/lifesciences-games/documents/BodyBingo.pdf

Wolf Survival•http://www.wolfquest.org/pdfs/Survival%20is%20just%20a%20roll%20away%20Lesson.pdf

Swim for Your Life- Helps with adaptations, watersheds, environmental and manmade hazards•http://fergusonfoundation.org/btw-students/swim-for-your-life-fish-game/

Shooting Balls- Helps with graphing- shows slope and application for using slope-http://www.fisme.uu.nl/toepassingen/00065/toepassing_wisweb.en.html

More Hands-on Games

www. fergusonfoundation.orghttp://fergusonfoundation.org/hbf-kids-zone/cow-in-and-out-game/http://fergusonfoundation.org/btw-students/plant-identification/-

(students make a dichotomous key)http://webworld.freac.fsu.edu/cameras/keys/sa/tree.html-

http://www.sheppardsoftware.comhttp://www.sheppardsoftware.com/content/animals/kidscorner/games/foodchaingame.htm

http://www.csun.edu/science/ref/games/downloadable_docs/

https://jeopardylabs.com/https://jeopardylabs.com/play/rock-cycle-jeopardy

https://jeopardylabs.com/play/plate-tectonics-review-game

http://www.learner.org/interactives/rockcycle/diagram2.html

http://education.jlab.org/index.html

http://www.kscience.co.uk/animations/anim_1.htm

http://www.glasgowsciencecentre.org/online/forces-at-the-funfair.html

http://webworld.freac.fsu.edu/cameras/keys/sa/tree.html-

Computer Games continued

http://www.orgs.ttu.edu/nsta/handouts/PlantAndAnimalAdaptations.pdf

http://www.csun.edu/science/ref/games/

https://jeopardylabs.com/build/

http://www.mcps.org/Science_Files/Bingo%20Review.pdf

http://209.7.198.36/geologyonline/lessons/6.4/lesson.pdf

http://www.ellenjmchenry.com/homeschool-freedownloads/lifesciences-games/documents/BodyBingo.pdf

http://www.purposegames.com/create

http://www.donnayoung.org/homeschooling/games/game-cards.htm

Websites for Game Creation

Educational Leadership Feb 2010 - ASCD Using Games to Enhance Student AchieveRobert J. MarzanoAspects of Game-Based Learning Maja Pivec- FH JOANNEUM Information Design, AustriaOlga Dziabneko - FH JOANNEUM, Centre for Multimedia and Learning, AustriaIrmgard Schinnerl – Centre for Multimedia and Learning, AustriaRelationships Between Game Attributes and Learning Outcomes: Review and Research ProposalsDOI: 10.1177/1046878108321866Simulation Gaming 2009; 40; 217 originally published online Aug 26, 2008;Shawn Burke, Jamie L. Estock, Kara L. Orvis and Curtis ConkeyKatherine A. Wilson, Wendy L. Bedwell, Elizabeth H. Lazzara, Eduardo Salas, C.Content-Area Conversations: How to Plan Discussion-based Lessons for Diverse Language Learnersby Douglas Fisher, Nancy Frey and Carol Rothenberg

Inquiry-Based Instruction- Not all Fun and GamesSharon Kinsley

http://www.gamesandlearning.orghttp://kanagawa.lti.cs.cmu.edu/11780/sites/default/files/GameSurvey4.pdf

Research References

http://hyperphysics.phy-astr.gsu.edu/hbase/pespr.htmlhttp://www.quora.com/http://classroom.synonym.com/http://science.jrank.org/http://www.mstworkbooks.co.za/http://farside.ph.utexas.edu/http://science.halleyhosting.comhttp://legacysite2.timeanddate.comhttp://oneminuteastronomer.com/http://www.polywellnuclearfusion.comhttp://www.thunderboltkids.co.zahttp://resources.woodlands-junior.kent.sch.uk/time/moon/times.htmlhttp://www.physicalgeography.net/fundamentals/6h.htmlhttp://projectsharetexas.org/resource/moon-lunar-cycle-and-tides-ontrack-science-grade-8-module-3-lesson-3http://www.bbc.co.uk/bitesize/ks3/science/energy_electricity_forces/forces/revision/3/http://science.howstuffworks.com/innovation/scientific-experiments/10-scientific-laws-theories4.htmhttp://chemistryunderstood.com/understand/letsmakeadeal/index.htmlhttps://jahschem.wikispaces.com/chemical+activityhttp://scienceforkids.kidipede.com/chemistry/atoms/helium.htm

References (continued)