#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 all! Melissa from Nebraska, 11-12 ELA. Game we're going to play tomorrow: The Meme game that I just picked up yesterday!
And....@classcraftgame is here to host tonight!!
#games4ed
Nick Baskwill Grade 5 NS Canada, didn't play any games yet (Just 2nd day of school today) but we got the class on @classcraftgame and had our 1st Boss battle! #games4ed
Here's a preview of tonight's questions!
We'll follow the Q1/A1 format. Don't forget to tag your tweets with #games4ed
Q1 comes out at :06!
#games4ed@classcraftgame
Hi everyone! I'm Arcadia, a middle school tech Ed Teacher in Virginia Beach. My kids are OBSESSED with @classcraftgame! This week we played "would you rather" as an ice breaker activity! #games4ed
Welcome, Claire! We love having students in #games4ed and hearing all your ideas!
One group of mine gets to do a Kahoot tomorrow...a logo Kahoot (because they made business logos this week!
Now it's time to head over to #games4ed and chat about my favorite topic in the world, (well one of...) Quest Based Learning with @classcraftgame#EsportsEDU
Sean, good to see you!!
I'm really liking GimKit! And one student told me it was a "dope game."
(I had to confirm that that meant it was good....he said yes!)
#games4ed
Hi all. Stefanie, instructional technology coach in Illinois. Played Step to the Line, an adapted version of Concept, and a roll the dice game with elementary teachers just yesterday. #games4ed
Absolutely! And been using it with Random Events, gaining or losing HP/XP. Going to use it tomorrow for an assignment. Either take 200XP or roll for higher. #games4ed
AWESOME! We have a "Would You Rather" board in our room!! Great minds think alike! Yesterday I was gone, and sure enough, one of the kids made up an option for all to vote on! #games4ed
A1) Immersion, Magic, and Investment. My Ss are always more invested in quests than regular work, and most of what I did is make up a nerdy story to go along with the work. They get so into the story that they forget they're working...like it's magic! @classcraftgame#games4ed
A1: Story is the most powerful means to overcome cognitive dissonance and powerfully impact the brain so my 3 words are cortisol, oxytocin, and dopamine. #Games4Edhttps://t.co/fuV7Xa2Deu
Hello #games4ed, I'm Jared from TX. I teach HS English at @oakridgeowls. One game we played this week was the debut of our classroom battles. Learn more here: https://t.co/YWz9roe6RF
Ss can pick between 5 character classes, and they have to form a tribal alliance on a battle day
A1) Immersion, Magic, and Investment. My Ss are always more invested in quests than regular work, and most of what I did is make up a nerdy story to go along with the work. They get so into the story that they forget they're working...like it's magic! @classcraftgame#games4ed
A1: engagement, buy-in, rewards... video games are not my jam but it speaks to many of my kids and they love incremental and frequent positive reinforcement. XP>>>candy #games4ed
A2: I see them working better with others, diving deeper into material and projects. They feel a better connection to the class and everyone in it #games4ed
A2: In my case, with the games my kids are making, I find they are invested in the work when they craft good narratives. They care about the outcomes. This, in the end, means they care about the project and the work they are doing. #games4ed
Story Time
The once was a teacher named Steve
Whose kids never wanted to leave
He helped them make games
They were not quite the same
To those lessons they always would cleave.
#Games4Ed limericks
A2: when students are engaged there is a joy in learning that we often don’t see and when quests / choice drive that they can pursue something they are passionate about (or find their passion!) #games4ed
A1) Immersion, Magic, and Investment. My Ss are always more invested in quests than regular work, and most of what I did is make up a nerdy story to go along with the work. They get so into the story that they forget they're working...like it's magic! @classcraftgame#games4ed
A2: Students stop focusing on grades and final product, and start tuning in to feedback as well as the joys of the journey (regardless of final destination/outcome). In this context, they become more TEACHABLE #games4ed
A2: more learning for the sake of interest and knowledge and excitement instead of “will I get a grade for this?” And “how much is it worth?” I want them to be invested in their learning like I am #games4ed
Story Time
The once was a teacher named Steve
Whose kids never wanted to leave
He helped them make games
They were not quite the same
To those lessons they always would cleave.
#Games4Ed limericks
A2: there’s a certain suspension of disbelief that happens just like when you’re reading. They want the items to achieve more and different things. The items continue the narrative and help them feel more a part of the world you’ve created for them. #games4ed#games4ed
A2: how about fewer off-task behaviors, also a greater willingness to share ideas and take risks in their inferences for what will be next in a story #Games4Ed
A2 With a few of my best narratives (need make more), you can literally see the excitement and curiosity in their eyes and facial expressions. Authentic discussions too #games4ed
A2) I find a lot more "early finishers" and friendly competition. I've also heard "OMG YOU BETTER NOT RUIN THE END" before which made my whole week! @classcraftgame#games4ed
You do love when they talk about the game at home to their siblings and parents. You know it’s meaningful to them when they talk about it outside of class. #games4ed
Late to the quest for #games4ed but lost power in a rain storm - was building out a narrative nonfiction quest today for first adventure quest in 8th grade ELA
Yes! Teaching empathy is crucial and allowing students to embody traits and imagine themselves as a character lets them experience intense situations safely. #Games4Ed
Yes! Stopping the focus on the grade! When I started going this route and not focusing on the grade until the end of the unit, life and teaching became so much easier! #games4ed
A2: Students stop focusing on grades and final product, and start tuning in to feedback as well as the joys of the journey (regardless of final destination/outcome). In this context, they become more TEACHABLE #games4ed
A2: more learning for the sake of interest and knowledge and excitement instead of “will I get a grade for this?” And “how much is it worth?” I want them to be invested in their learning like I am #games4ed
A2: Students stop focusing on grades and final product, and start tuning in to feedback as well as the joys of the journey (regardless of final destination/outcome). In this context, they become more TEACHABLE #games4ed
Wow--I never considered what you said about inferences, but it's so true. The narratives themselves can become a hidden-in-plain-sight teaching tool! #games4ed
A3: Apart from curriculum you tell a story every time you interact with students about who you are and what you value. Also you are trying to help them regularly grow the story of how they see themselves. The story that forms their personality & character #Games4Ed
A3 - Answer the question why. Why are you teaching this? Where will they use it? There's got to be a reason besides "its on the curriculum." Use that to motivate story. #games4ed
A3: my quests and quest lines haveba storyline woven in. I like to have story connect quests. I still need to devote more time to it as it is time consuming for sure. #games4ed
Story is embedded in everything we do and who we are. We don’t see our lives as ongoing events but rather related to the story of who we think we are. So narrative can always be instructional-especially with #SEL#Games4Ed
A3 Character names are sometimes scientist (e.g my "Celestial Tower" story has the a wizard named Kepler and Tycho Brahe his patron nobleman). I do medieval fantasy theme so sometimes magic is modern day science. #games4ed
This is a feature I wanted to include in my quests (interconnectedness) but found it so difficult to do. I find it fun but challenging. I want common characters and themes in most of my quests. I struggle with bringing it into RL tho too. #games4ed
And even if the quests in the marketplace don't fit your content, you can still be inspired by their ideas and narrative! So much good stuff there! #games4ed
A2: Students are willing to persist through difficult tasks to reveal the next bit of narrative. They take more risks, try out new strategies, and input answers more readily. Also, they get emotionally involved. I see students laughing, gasping, sharing with each other. #games4ed
A3: For me similarly students create backstories for their characters at the beginning of the year. It’s linked to their trading card. Then the story is continued by our adventures throughout the year. Try to make our year a hero’s journey. #Games4Ed
A3: Apart from curriculum you tell a story every time you interact with students about who you are and what you value. Also you are trying to help them regularly grow the story of how they see themselves. The story that forms their personality & character #Games4Ed
We really need to add resources like your digital breakout and everyone else’s awesome activities to the @participate#games4ed community. Let’s get on it :) https://t.co/qa81ZoSLcT
Q4: I have seen students use games as a vehicle to achieve mastery. Often times games are the motivating factor, whether in play or creation. #games4ed
A3) I try to have my course be around 90% self-paced and every unit is a quest. Also, I've considered having the class write a story together about their class and adventures together. #games4ed@classcraftgame
I’m getting unexpectedly called away, so I’m calling it a night early. Can’t wait to check back in later and read through the great ideas shared here. Have a great night! #games4ed
A3 part II. a lot of soft skills and habits of mind, too. In intro choose-your-own-adventure the students choices result in death at least 3 times before the interactive story allows them to go on. discussions include #persistence#grit#curiosity#growthmindset#games4ed
A3. Working up a #DungeonsAndDragons inspired take on an upcoming novel study unit. NPCs. Narrative. Choice. The whole nine. Annnnnd I’m geeking out! #games4ed
Jestin, that's so clever! Now I'm wondering about ways to tweak that in ELA...Could totally go a fan-fiction type route....You've sparked some ideas! #games4ed
A3: Curate content that reflects student voice. Borrow from their culture - memes, kid-humor, their interests. Make sure they can see themselves in the narrative. Best - involve them! It shows you value them. #games4ed
My favorite for sure is my student who learned @yoyogames#gml (gamemaker language) and then we co-authored a book for @PacktPub which has been published. Get it now via packt or amazon :) gamemaker programming by example - how’s that for mastery :) #games4ed
I really like this idea, reminds me of “strategy guides” for video games, could see students enjoy creating these for peers, encourage them to dig deeper in the process #games4ed
A3: For me similarly students create backstories for their characters at the beginning of the year. It’s linked to their trading card. Then the story is continued by our adventures throughout the year. Try to make our year a hero’s journey. #Games4Ed
Persistence. I've been thinking about that a lot in regards to students. I feel we need to really work on this with students (or at least with mine...) to overcome challenges and not always rely on a teacher/adult to help #games4ed
A4: not sure I understand…I've had student’s on their own time create feature-length films and design games but sometimes small victories (like a non-verbal students speaks to finally express their excitement in class) are some of my favorites. #Games4Ed
A4: one game I have used for perspective and speculative writing is ultimate werewolf, which ties in great with history, debate. Similar to @seanmarnold we create backstory for our character prior to start of game #games4ed
In the start of the year we create our characters and design (based on my template) trading cards for each student/character with their strengths, struggles, interests, backstory, etc. It is a way to build connections and empower them. #Games4Ed
Still so excited about this idea. Being the beginning of the year I could slip that in as one of the first quests. After all, I’m the game master, right? #games4ed
A5 - I'd like to design one that has multiple potential endings, depending on how you want to act and choices made. And that all of them are valid good endings. So it's not you made a *mistake,* but you choose a different path #games4ed
A5)My stories are fantasy all the way. And I steal from my favorite fantasy books, movies, and games for inspiration. I have gone sci&fi before too. I feel too constrained by a "realistic" story. Why be real me when I can be a mage?! #games4ed@classcraftgame
A4: The question itself is a clue. "When did ... a child follow her path to mastery?" Yes! Each student has a UNIQUE path to mastery. Ex- S created anime stories to solve math problems. Shy S practiced giving a speech to a tree. #games4ed
Love this idea! We did some of this with the Classcraft characters this year, but love the idea of using it with Werewolf and doing character development and stories! #games4ed
A4: one game I have used for perspective and speculative writing is ultimate werewolf, which ties in great with history, debate. Similar to @seanmarnold we create backstory for our character prior to start of game #games4ed
I’m not sure how creative your students are-a lot of mine the backstory is heavily related to their actual life history-which is good to know-but I occasionally get someone who says they were powered by a radioactive armadillo or something #Games4Ed
I prefer fantasy, although we live in a time when apathy rules many of our lives and people need a call to action. Often times games serve as a powerful simulation of the inequalities and injustices of people's lives and can be used to teach empathy #games4ed
A5 Fantasy but trying to tie in with modern day phenomena more this year. Enjoying the challenge, but definitely need to carve out more personal time to do it #games4ed
A6: my students write design documents before creating their games. Backstory, narrative, character descriptions, level design, etc are All part of the doc. #games4ed
A6: ASking for feedback and suggestions. I have a Game Council, that sits a few times a year to look for suggestions. 1 member from each team #games4ed
Q5: I want to write novels, nonfiction, poems, game narratives, character dialogue, articles, and lots of messages to friends and colleagues. Why? Writing is good, hard, satisfying work. Like games! #games4ed
A6: In addition to telling their backstory and ongoing character narrative, I will have older students create quests & breakouts for their peers and younger kids. #Games4Ed
Yes, students started yesterday - created an escape the classroom for the 1st day and tomorrow is our Marshmallow challenge. Next week Ss will begin this new NF quest I have created #games4ed
A6)My students are always writing new random events (which are all mini narratives) and I am hoping to have my 6th graders create a visual story about their character using @scratch this quarter. #games4ed@classcraftgame
I love using games with kids, but ultimately, my goal is to empower children to be the content creators
. I want to teach the skills and let them drive the creation process, be it in digital games or game design engines, or more traditional tabletop games #games4ed
A6 - I often get caught up in the story line needing to have a beginning/middle/end. BUT, I think could make it more like life, with many mini stories (quests), and main arc is just growth. This would make it easier for Ss to add/tweak narrative w/o blowing up plot. #games4ed
Superlate, I'm sorry. BOY parent e-mails asking for clarification. Can I just mass e-mail "Ask your student, please!". Anyway, Mariana Garcia Serrato MS STEM from San Jose, CA #games4ed
A6 - Ss should be part of the game design. I love having teams design challenges for their opponents and then playing against each other - they dream up awesome battles #games4ed
A6 Last year I had students suggest changes to the game with limited success. I like the idea of avatar back stories. Can I relate it to science? Sure. I'll think of something. #games4ed
I feel like games have so much power to build intrinsic motivation to persist. Scaffolds and layered levels of feedback, hint systems, also help. "I can do this, just gotta keep trying." Makes my heart sing to see this. #games4ed
Yes, many of the distopian novels fall into this category. Speaking of Dystopia, has anyone seen this? https://t.co/OBGU7j4hOl It's a digital graphic novel that also teaches coding @dystopia2153 from @teachmag#games4ed
Yes, many of the distopian novels fall into this category. Speaking of Dystopia, has anyone seen this? https://t.co/OBGU7j4hOl It's a digital graphic novel that also teaches coding @dystopia2153 from @teachmag#games4ed
I start with volunteer, but look for different Ss as the meetings go on. I don't want it to be the same few kids each time. You can sweeten the pot by having them come for a special lunch with you, or have snacks...everyone loves snacks :) #games4ed
A6 Try to get students involved in writing narrative but most too busy outside of class :-/ I'll have a couple. Had 2 student-teacher assistants the last 3 yrs that were former "in class" students, want to be TA to help w/game. coolest compliment for me #games4ed
Could be fun / interesting to try to create a story / game that crosses between schools. So each group is trying to collect / solve their own parts, but also gathering info for the other class and vice versa. #games4ed
They’re usually have to be related to the theme of what we’re studying. The first cross-class one I have scheduled this year is related to famous historical figures-so I suggest time-travel or trapped in a museum type themes but they’re welcome to explore #Games4Ed
I was using @inkleStudios to write CYOA which can be exported to HTML easily posting to web but it doesn't solve the problem of needing more time, lol. #games4ed
In reply to
@classcraftgame, @MusingsOnEdTech, @SuperEvansMath, @inkleStudios
Could be fun / interesting to try to create a story / game that crosses between schools. So each group is trying to collect / solve their own parts, but also gathering info for the other class and vice versa. #games4ed
I am now thinking that I could have something like this for geologic time and/or evolution. Oh, or even miniaturization for cells and cell functions... #games4ed
A6: In addition to telling their backstory and ongoing character narrative, I will have older students create quests & breakouts for their peers and younger kids. #Games4Ed
A7: Interdisciplinary and cross-curricular collaboration sessions. Mapping standards across disciplines to guide the discussion. Wild brainstorming - all ideas welcome. Real-world problems can be great inspiration. #games4ed
A8: It is a very fluid process, they watch each other and other groups, they talk and defend their designs and ideas, and always battle together as a whole class to defeat those who threaten Sal Eldur! #games4ed
A6 my student-TA was turning my "hero pact" on linen paper into a scroll with wax seal (only 1 per class) that has my initial in it. the n00bs get excited hearing & seeing his excitement #games4ed
Ditto. I have lots of great colleagues, but none are big gamers in the classroom. @MrsBeguin is my closest geographic partner in crime :) and then @KimSnodgrass! #games4ed
In reply to
@MarianaGSerrato, @MrsBeguin, @KimSnodgrass
A8 - Wow, what a great question. Celebration happens in many way from collecting XP, GP & treasure. Learning is a collaborative process so team work and team building activities are key. Cultivate teams w/daily maintenance #games4ed
A8) Tomorrow my students are going to celebrate their similarities by writing down 30 things they have in common as a team on notecards and then build a "headquarters" out of their "common ground!" Can't wait! #games4ed@classcraftgame
A8: Celebrate successes with badges or special item drops. Learn from others by becoming the designated expert in a team/guild for a particular topic. Build teammates - definitely working on that! #games4ed
A8: In-game achievements, open compliment boxes in classroom (opposite of complaint box, also there cuz culture of "safe to share"), open dialogue, rotating well-defined roles for collaborative work, and authentic opps to share work/successes with others. #games4ed
A8) regularly we start every Friday with a random event Festival. I also do badges for completion of every Quest and every side quest. #games4ed@classcraftgame
Thank you #games4ed for a great chat - still revising my NF quest but will have it put together by next week to share and post in @classcraftgame - just need to sync w/google classroom to go seamless this year
What an amazing night! A huge thank you to Eric and Peter of @classcraftgame for leading us in tonight's quest-based learning chat! And thanks to all who joined in!! #games4ed
