#games4ed discussions cover ways in which gaming can be used in education. Games mirror the way the human mind was designed to learn. They motivate players to take risks and actions, persevere through failures, set and achieve increasingly difficult goals, and devote attention, time, and effort to acquiring knowledge and skills. All this while the game is tracking the player’s actions and assessing the player’s achievements and skills. Isn’t this what we want from education?
Hi everyone! I'm Kaylee and I'm from Wisconsin! I'm currently a college freshman majoring in elementary education. My favorite holiday movie is "Home Alone". #games4ed
We're just about ready to get this fabulous chat started. Here is a preview of tonight's questions. First one will start at :06!
We'll follow the Q1/A1 format. Don't forget to tag #games4ed
Come and join us and chat about #studentvoice!
Hey all. John Meehan from Washington, DC (reporting live from #vascd18 in Williamsburg, Virginia this week). High school instructional coach and 11th grade English teacher. Favorite holiday flick? Christmas Vacation! #games4ed
Hey all! Steve from NJ happy to be hear to chat about #stuvoice - one of my favorite topics!!! I teach game design to middle schoolers and fav holiday movie. duh.... Elf! #games4ed
A1: By building relationships and listening to our students. Bringing in their wants and desires into the classroom instead of teaching from a playbook. #games4ed
A1: In my class I was trying to let my students manage their own schedule and workload. They knew what was being asked of them and they knew when assignments were due. THEY decided how to manage their time. The Game Design Challenge was designed around student choice. #games4ed
A1: I am always tinkering with this to make things better! I encourage and reward on task conversation and anything that adds to the rapport/make up of the class room. Ex. A student shared out an idea for class achievements--@FortniteGame skins! #games4ed
A1: My class is choice based so students have much choice in what they learn and how they present their learning. All student work is shared out in a way that amplifies their voice #stuvoice#stuchoice#games4ed
You've hit on something I've been thinking a lot about lately, some workshops on classroom mgmt that I took early in my career. Nothing in them about relationships. And when my mgmt really clicked...it was when I started focusing on relationships #games4ed
time management is quite a challenge for kids - great to empower them in the process. The new way I am incorporating that is that during their final project (game) they blog weekly progress which helps them think about time management #games4ed#stuvoice
A1. Student voice is the beating heart inside any classroom that is AUTHENTICALLY engaged. This week we took a cue from the Romantics like Emerson & Thoreau asked @OConnellHS students how we can build a better, more authentic education system. They did not disappoint! #games4ed
HIYA Mike! Student pacing is a big one for me, too. I think there's so much power in just having the choice of managing time and order of some assignments. And learning about time mgmt #games4ed
My students had to do a monthly journal they submitted that talked about what they did that month and any challenges they faced. It was also a chance for them to ask for help. #games4ed
time management is quite a challenge for kids - great to empower them in the process. The new way I am incorporating that is that during their final project (game) they blog weekly progress which helps them think about time management #games4ed#stuvoice
A1: I use a survey in the beginning of the year to incorporate student voice. I also recently did a learning contract where students could pick out their assignments. #games4ed
A1. Student voice is the beating heart inside any classroom that is AUTHENTICALLY engaged. This week we took a cue from the Romantics like Emerson & Thoreau asked @OConnellHS students how we can build a better, more authentic education system. They did not disappoint! #games4ed
I couldn't agree more! When I was able to observe a second grade class room my senior year of high school students were more attentive and more engaged when they had the opportunity to express how they wanted to go about learning different topics. #games4ed
I've really been thinking a lot about this issue. Considering working more with students on goal setting at beginning of week for what they need to accomplish--both in school and life. Trying to decide whether analog or digital methods as best way to start #games4ed
A2: Obviously I expected students to do their work and submit it on time. While the GDC had a lot of autonomy, there was an ideal workflow and the assignments had due dates to correspond to the workflow (a standard game design flow). Missed dates had repercussions #games4ed
A1: I ask for feedback via pluses and deltas, and then I make changes. If we aren’t willing to change, we shouldn’t be asking - its inauthentic. If we ask and adapt, kids trust us and know they are valued. #games4ed
A2: Yes, when the teacher or someone else is sharing in class we are respectful listeners. This is more about respect than anything else. #socialskills#games4ed
A2: interesting question. I don't talk / teach a lot so on the rare occasion that I am speaking I do ask for student attention. However, their voice is not so limited, they can ask questions, participate in discussion, but I do ask that they stop working on the computer #games4ed
A1: Having student write reflections and add ideas and comments about the assignments and how things are going or how they felt they did on an assignment helps to amplify their voice #games4ed
This actually became a big student choice thing for me too. I wanted the journals to be quality work, so I let them submit it in any medium they wanted. I got Google Slides, Sites, Prezi's, Docs and even a few hand written journals. #games4ed
I've really been thinking a lot about this issue. Considering working more with students on goal setting at beginning of week for what they need to accomplish--both in school and life. Trying to decide whether analog or digital methods as best way to start #games4ed
A2: I really try to say yes as much as possible. I limit students only if they’re unsafe or if their voice/choices infringe on another student’s ability to learn on their terms. #games4ed
A1: Will, 5th Gr, MI. I’m late to the party but here goes. I am trying Genius hour this year. It has made me much more conscious of my students’ TRUE interests. #games4ed
The blog reflection checkpoints are great and become my opportunity to assess them individually and for Ss to self assess as they share their personal experience within the group rather than submitting the post as a group :) #games4ed
A2: I think we all have nonnegotiable - for me it includes interactive foldable and keeping an English notebook solely for my class so students build their own resource and notebook over the schoo. #games4ed
Q3: What are the most innovative methods, tools, or practices you or someone you know have used to amplify student voice to the community and world?
#games4ed
A2: Great question! Few non negotiables--usually only if time is a factor--ie close to a grading period, or I am low on fuel. I have to balance between site, district, parent wants and #studentvoice--the best way that I have done this is through #rubrics and clarity. #games4ed
A2. A non-negotiable for our class has been a standing 60 year tradition of a long-form literary research paper. While we can't omit it, we CAN improve it!
Divided into "adventure paths" towards the mysterious O.R.B. (outside reading book). Now it's driven by CHOICE! #games4ed
A1: In my class I was trying to let my students manage their own schedule and workload. They knew what was being asked of them and they knew when assignments were due. THEY decided how to manage their time. The Game Design Challenge was designed around student choice. #games4ed
A2: For me, independent reading for ten minutes each beginning of class is a non-negotiable. They can choose what book to read, but reading itself must happen. #games4ed
It’s really easy for kids to grasp, and I use it consistently - when they’re evaluating each other’s projects, in my feedback to kids, and when I’m asking their opinions. I think the format helps encourage constructive criticism/dialogue. #games4ed
A1: Our RPG begins with a Player Type questionnaire I got from @DaveRage (🙏🙏) After they know their player type they can use their special skill if they want, or take a side quest for extra gold. Here's our platform. I'd love your feedback. https://t.co/Wccv4cIZsJ#games4ed
A2: when there are racial or bigotry undertones, I have to stop the kids and point it out to them before it escalates further. There must be respect at all times #games4ed
A1: As a first year college student I haven't had much experience physically teaching a class. However, one way my past teachers have got their students involved is by surveys at the beginning of the semester and through personalized learning. #games4ed
I've thought about that. I didn't know if several methods would make it too difficult for me to track. But I could have them attach it via Google Classroom or hard copy into my inbox. Two different places would work okay! #games4ed
A2: Much like @mr_isaacs. There are times when it is my turn to speak or when I need them to stop their work and conversations. However, this does not mean I silence them, just that we need to move the conversation in a different direction #games4ed
#gamification has expanded choice and voice in the classroom as each unit is a different quest that allows Ss to choose their own adventure or complete different playlists that always differentiated paths or options for learning input and output #games4ed
A3: I was really limited in this because of school policy. Incredibly unfortunate because I think student agency is one of the most powerful motivators in education. #games4ed
Q3: What are the most innovative methods, tools, or practices you or someone you know have used to amplify student voice to the community and world?
#games4ed
A3: I co-authored a book with a student: GameMaker Programming by Example: https://t.co/sKcqbC5lB1 Totally came from his learning on his own as 20% time and me being asked by a pulbisher to write a book - I said I could do it if my student was involved #stuexpertise#games4ed
Q3: What are the most innovative methods, tools, or practices you or someone you know have used to amplify student voice to the community and world?
#games4ed
A3) Seems like it was a fad that passed quickly but I still think Genius Hour with presentations is a great way for student voice to be showcased. #games4ed
A4. Next step for amplifying student voice is with what I call the "Angry Birds Rubric." Checkpoint stages, where students get instant feedback & a rating of 3, 2, or 1 star ("great," "good," or "ok"). Students can choose to keep moving or to re-submit at each stage! #games4ed
A4: While I am not teaching in the classroom anymore (therefore not doing the GDC anymore) I AM writing a book about it. I plan to add a whole chapter on student agency and how kids could take the games they make and publish them. #sneakpeek#games4ed@EdumatchBooks
A3: We LOVE having students present at #minefaire@minefaire - We've had local kids and kids travel across the country to present on the Inspiration stage and in the learning lab @BlueprintMCS#games4ed
I once tried Flipgrid. Didn't work very well for my MSHS library. I would love to learn more ways to amplify student voices in there. It is heavily needed. #games4ed
I agree, Steven. When given the time and support to write and share your ideas and vision truly brings voice and attention to what we are most passionate about. We need to do the same for Ss 2 #games4ed
A3: I co-authored a book with a student: GameMaker Programming by Example: https://t.co/sKcqbC5lB1 Totally came from his learning on his own as 20% time and me being asked by a pulbisher to write a book - I said I could do it if my student was involved #stuexpertise#games4ed
Q3: What are the most innovative methods, tools, or practices you or someone you know have used to amplify student voice to the community and world?
#games4ed
A3: I've had students present at a board meeting to present solutions to district problems. #stuvoice. So many great ways to amplify student voice! #games4ed
A4. Next step for amplifying student voice is with what I call the "Angry Birds Rubric." Checkpoint stages, where students get instant feedback & a rating of 3, 2, or 1 star ("great," "good," or "ok"). Students can choose to keep moving or to re-submit at each stage! #games4ed
A2: There's a TONS of limitations. Ts use #GBL and #gamification as motivators for students to learn boring things, so state test scores are high, and the school gets good PR 😿😿😿. If they could learn what & how they want, and all I'd do is mentor them I wouldn't need #games4ed
I agree! I thought it was really neat having a conference with my teacher once a week every week to check up on my progress. I also enjoyed how personalized learning allowed me to learn the material the way I wanted to and take the the type of assessment I wanted too! #games4ed
Always rethinking how Ss can showcase their genius and passions. This quarter I am doing a genius hour makerspace mashup and Ss will present in a fair for the rest of the school #games4ed
A3) Seems like it was a fad that passed quickly but I still think Genius Hour with presentations is a great way for student voice to be showcased. #games4ed
A3) Seems like it was a fad that passed quickly but I still think Genius Hour with presentations is a great way for student voice to be showcased. #games4ed
I'm always trying to get more students involved in twitter chats as WE NEED TO HEAR FROM THEM! #stuvoice. I've had some success and hope to continue. Also important to use the platform that makes sense to them - i.e. @discordapp - next spot for great discussion #games4ed
A3 Oh, now that I think of it, I have a section in my library for student-made books. I could amplify a bit more by sharing this awesome books with teachers and more school community. A bit of promotion. #games4ed
A4-2: Did a @PlayCraftLearn assignment a few years ago. Ss made display boards and put the laptop in the middle and then invited the whole school to come gallery walk around the class and see the structures the student built and all the research they did to build them. #games4ed
Having Ss investigate their own questions they had about a video on the bombing of Hiroshima. They are researching and making a webpage or presentation. New for me. #games4ed
That would be awesome! This year my college comp students are also publishing their narrative anthology via Amazon kindle! Another way to get it out there :) #games4ed
A3 Oh, now that I think of it, I have a section in my library for student-made books. I could amplify a bit more by sharing this awesome books with teachers and more school community. A bit of promotion. #games4ed
Both. Dialogue at each checkpoint stage. They submit, we dialogue. Each stage is designed for suuuper quick feedback so kids can see where and why they're scoring how they're scoring, and we brainstorm together. See presenter notes below! https://t.co/7b7JMBh6v2#games4ed
I have a side quest where students write a children's book on https://t.co/dDf5TyUbfl
Any other students can read their book that also write a book. #games4ed
Thanks! We use @DaveRage's questionnaire for grades 7-12. Elementary Ss get a picture sorting motivation questionnaire, and we match their core motivation to a player type: Achiever, Social, Explorer, Watchman (in charge of making sure everyone plays by the rules. #games4ed
Thank you so much @mpilakow for running tonight's tweet chat! Also, thank you to everyone who participated! I had such a great time talking to everyone and seeing that we all want the best for our current and future students! Thank you everyone! #games4ed
Both. Dialogue at each checkpoint stage. They submit, we dialogue. Each stage is designed for suuuper quick feedback so kids can see where and why they're scoring how they're scoring, and we brainstorm together. See presenter notes below! https://t.co/7b7JMBh6v2#games4ed
A4: We're working a digital platform - a few easy game design steps for Ts to develop a live RPG for their class. Instead of using #gamification as external motivation, they'll be using #GBL as internal motivation. #games4ed
you totally should. If you want, I can show you the picture motivation questionnaire. It's in Hebrew, but can be easily translated. It's the only motivation questionnaire I found that was developed for grades 3-6. #games4ed
A4: Allowing for my opportunities for student action outside of the classroom. Leaving room to go explore outside and take their learning outside the classroom. #games4ed
Thanks @mpilakow for #games4ed! I still need to get used for this 30 minutes format. It's packed! Tons of resources. I'll have to scroll back and look at everything more carefully. This is my takeaway. It's mind blowing. Thanks for sharing @MeehanEDU
Thank you! Check out the presenter notes beneath the slide which spell out the pedagogy behind it, and save a copy for yourself which you can tweak as much as you'd like!!! https://t.co/7b7JMBh6v2
A3: Seesaw and Twitter as heen huge in giving student voice and showing student action to a wider community than just our buildings. I love twitter for that very reason of having a PLN to share student learning with. #games4ed
Q3: What are the most innovative methods, tools, or practices you or someone you know have used to amplify student voice to the community and world?
#games4ed
Thank you so much for moderating a successful twitter chat! Student agency and voice is the key to engagement and a high level of learning. @mpilakow#games4ed
