This chat is moderated by Grapevine-Colleyville ISD educators where we discuss current education trends and deepen our learning. 1st and 3rd Thursdays at 8:30 PM CST September to May @msbearce @SBarkerEDU
A1: Gamifying your classroom can increase engagement, buy-in, and positive classroom culture — especially if you’re teaching soft skills right along with your content. #gcisdchat
A!: Gamification is an additional way to motivate students and keep them excited about learning, while building community and social emotional skills along the way! #gcisdchat
A1:Students are more incentivized to work/participate in a way that they don't always realize. It also creates a culture that shows learning can be interesting! #gcisdchat
A1: Games engage reluctant students, increase differentiation, they spice up a boring unit, and they make us explore the content in a new and meaningful way. #gcisdchat
This definitely builds on engagement over compliance. Games can catch the students going through the motions and transform that into engagement. #gcisdchat
A1:Students are more incentivized to work/participate in a way that they don't always realize. It also creates a culture that shows learning can be interesting! #gcisdchat
Often, gamifying allows for students to work with people they normally wouldn’t (building culture and trust) AND competition always engages kids on a whole new level! #gcisdchat
#gcisdchat A1 the magic is in the reactions of the students . The challenge to bridge the gap between the way students live and learn is constant. Gamification can help close that in certain areas
A2: Also, I recently came across Classcraft - like Minecraft but can be used for behavior management or assignments. Anyone have experience with it? #gcisdchat
A2. The first thing that came to my mind is video games with choice outcomes. How can different choices lead to different ways of learning? Also: interesting visuals, and take it back to OG Mario where they make you READ THE DIRECTIONS! #gcisdchat
A2: In video games, when you don't succeed the first time, you go back and try again. Failure and risk are inevitable and necessary. Students can benefit from this mindset in the classroom. #gcisdchat
Q2: When you fail, you get several more chances to try again, no problem! Also, the exchange of effort for obvious rewards (coins, points) to encourage you. to keep trying. #gcisdchat
A2: ACHIEVEMENTS! Students love to know when they hit a milestone, make it a visual celebration and oh my word they'll sprint to complete their homework. A prime example would be @CHHSBauer 's stamp books!!! #gcisdchat
A2: badging for standards based grading, immediate feedback, a visual depiction of progress, self monitoring of progress, the language of gaming like “challenges” #gcisdchat
A2: ACHIEVEMENTS! Students love to know when they hit a milestone, make it a visual celebration and oh my word they'll sprint to complete their homework. A prime example would be @CHHSBauer 's stamp books!!! #gcisdchat
A2. The first thing that came to my mind is video games with choice outcomes. How can different choices lead to different ways of learning? Also: interesting visuals, and take it back to OG Mario where they make you READ THE DIRECTIONS! #gcisdchat
A2: Funny you ask this. I study games frequently beyond my comfort zone to “borrow”ideas. Vernacular helps bridge gaps, extension lessons become bonus rounds, direct teach becomes tutorials, and of course experience points quantify participation, not just mastery. #gcisdchat
#gcisdchat A2 like in games if the Ss have a clear picture of the end goal to achieve, they will keep at it till success full...just might save a life too
Free to play mobile games specifically are masters of manipulating people into playing them even when they don't really want to. Daily rewards, streak bonuses, random chances of prizes, getting bigger numbers, all suck people in and keep them in. #gcisdchat
A3: The Running Game: 1) Split the class into teams 2) Assign each S a number 3) Ask a question and call out a number 4) Ss with that number run to the board and write the answer 5) The first correct/best answer earns a point for the team. #gcisdchat
A2: Also character creation! Let students make a character. Use dice or cards to randomize stuff like their age or whatever. Rewards can be new cosmetics to add to their character. #gcisdchat
A3. Honestly, whenever possible, I just pair them up and pin them against each other and they're in. Yesterday's was "who can say the longest and most detailed summary in one breath" ALL of them wanted to be the best. And they summarized over and over and over! #gcisdchat
A3 We love Scattergories in my class! We usually just play the regular version (for fun and to get them recalling more unique word choice), but topics could easily be changes to be content specific #gcisdchat
A3: I have used Rubik's cubes and worked through the algorithm with my kids (talk about a lesson in perseverance), and we just learned the game of SET, a visual recognition game, and my students are CRAZY about it Grade level & across grade level competitions! #gcisdchat
Q3: I’ve gamified my entire Star review, creatively named “STAAR WAARS,” but games creep in all the time. Kahoot!, that dot-dot game that’s on menus, content puzzles, trashket ball, content games that exist online like cell craft, and Nova’s evolution lab, etc. #gcisdchat
A3: See-Run-Do: Teams of 3. "Seer" reads material in the hallway and tells the "Runner." The "Runner" runs inside and tells the "Doer," and the "Doer" writes it down. Basically a highly competitive version of telephone #gcisdchat
A3: I also do Tribe Wars (each class is tribe) when we do Things Fall Apart. Each day we consult the Oracle (like in the book) and gain or lose cowries (Igbo currency) depending on the fortune (all events from the book). Def helps them with recalling the novel! #gcisdchat
A3: See-Run-Do: Teams of 3. "Seer" reads material in the hallway and tells the "Runner." The "Runner" runs inside and tells the "Doer," and the "Doer" writes it down. Basically a highly competitive version of telephone #gcisdchat
Not only do they provide instant feedback, they do it subtly and simply. For example, when your character gets shot in a shooting game, a subtle flash of light and color tell you what direction it came from, but not exactly where. Use that to guide students #gcisdchat
A4: Quizziz is great for instant feedback without rushing them the way a Kahoot does. Also I can have them retake it until they make a certain score. #gcisdchat
It can be daunting with reading/writing....but there are other ways for instant feedback...think-pair-share, self evaluation/ reflection, or "submit your most powerful sentence". We don't have to give FULL feedback all the time. #gcisdchat
A4: Evaluating your current strategy! Did my strategy get me what I wanted? If so, keep it up! It not, what do I need to change and how do I do it? #gcisdchat
Q4: It's important because a student can insta correct (sort of like learning from a death in a video game). My favorite way to apply this is either "flip" stations with practice problems, or a carousel! #gcisdchat
A4: If a students fails a challenge, instant feedback encourage them to immediately try again in order to pass the challenge. The "challenge" can be anything from answering a multiple choice question, to writing a proper thesis statement. #gcisdchat
When there is an outside "pressure" like winning a game, I think Ss are more likely to collaborate and ask for help from peers, too, and continue trying. #gcisdchat
A4: If a students fails a challenge, instant feedback encourage them to immediately try again in order to pass the challenge. The "challenge" can be anything from answering a multiple choice question, to writing a proper thesis statement. #gcisdchat
A4: Instant feedback means misconceptions are corrected sooner rather than later. They learn the correct knowledge instead of letting the incorrect things build schema in their brain. #gcisdchat
Q3 #ClassCraft has been an amazing addition to my class. Before it, I did Membean choose your own adventure Google Slides, Ka-Hoot, Quizlet Live, Scavenger Hunts and or Goose Chase QR codes. #gcisdchat
A5: I have a hard time with this...so I find it easiest to keep them separate but alternate. If we've had a few days of rigorous analysis and writing, then comes a day with a game that reviews what we've been working on or applies the skills to a new situation #gcisdchat
A5: If you've ever played a #DarkSouls game, you know the meaning of rigor. . . By introducing challenges that Ss's believe are achievable, their sheer determination is rigorous enough! #gcisdchat
A4 the instant feedback keeps the engagement level high and the Ss focused on the activity. If they aren’t successful, they will ask questions and seek assistance. #gcisdchat
Dying in a game is much closer to missing a shot in basketball than it is to getting a test question wrong. We understand physical failure (which translates to video games) to be a process that you have to adjust to succeed, but tests decide if you are good enough #gcisdchat
Q5 “Endless levels!!!!!” They just keep getting deeper into content! Eventually tease them into longer tasks that results in larger rewards/points/badges #gcisdchat
This brings up a valid point. Physical challenges/failures people are more likely to believe they can overcome compared to mental challenges/failures. I think the question is more of "how do we shift our mindsets to reflect physical hurdles more?" #gcisdchat
Games are made by their goal. If the goal of the game is tied closely to a learning objective, then the more rigorous the task in the game is, the more rigorous the learning is. #gcisdchat
Whoa. That's so, so true.
What would happen if kids knew they had three lives to be successful at the school game? Would they be more willing to fail the first time #gcisdchat
Dying in a game is much closer to missing a shot in basketball than it is to getting a test question wrong. We understand physical failure (which translates to video games) to be a process that you have to adjust to succeed, but tests decide if you are good enough #gcisdchat
A5: There's rigor in the process of trying over and over again until you succeed. When a student finally succeeds the difficult task, they earn a badge, a reward, etc.
A5: One of my classes expressed an interest in designing their own games. We dove deep into aspects of games and then into their 4th grade TEK's, and they developed games to help build deeper knowledge around specific standards of their choice. Highly rigorous and FUN! #gcisdchat
A6: Ask Ss, and they are quick to tell (ok, yell) games they play in other classes they love! Most will also gladly help you design it for your class! #gcisdchat
A5: One of my classes expressed an interest in designing their own games. We dove deep into aspects of games and then into their 4th grade TEK's, and they developed games to help build deeper knowledge around specific standards of their choice. Highly rigorous and FUN! #gcisdchat
I agree! Once you're into a game and familiar with the content and the rules, you keep going until you reach 'the goal.' There is sometimes a test of your skills that requires you to use all the knowledge and skills you've acquired along the way. #gcisdchat
Q5 “Endless levels!!!!!” They just keep getting deeper into content! Eventually tease them into longer tasks that results in larger rewards/points/badges #gcisdchat
A6: I had students choose how to show mastery of a TEKS (thanks for the idea @DoyleGCISD !) and lots of them choose to write a Kahoot. They learned so much more from writing it than they ever had from playing. It was great. #gcisdchat
A6: With many games, there are options. There are often many different paths and ways to play the game, which benefits Ss's by letting them choose how they learn. Make your classroom have more "levels!
#gcisdchat
I'll say it again - CHARACTER CREATION!!! Kids love to roleplay, since it adds in great imagination opportunities. Let them tell you who they want to be in the game's setting to increase immersion and investment in the game. A character makes it more meaningful #gcisdchat
A6: The gamer kids always have suggestions, it really helps bridge the relationship gap with some Ss who would rather be playing a game than talking to you. #listen#gcisdchat
A6 I often add a #FlipGrid link in the activity for reflection of learning or input about the lesson. It is easy for me to check in & most of my Ss are very comfortable making a quick video giving me feedback. I also have QR codes popping up for them to scan & go #gcisdchat
A5: the best games allow the player to feel as if they are totally immersed in the game and they push the player to improve but at a pace that is attainable for them. just like in the classroom #joininglate#gcisdchat
Q6: Student voice in action! Students chose everything along the way, except for the grade level standards (already in place). What made them most passionate about it was that it was their idea. I just guided them along the way. #gcisdchat
A5: One of my classes expressed an interest in designing their own games. We dove deep into aspects of games and then into their 4th grade TEK's, and they developed games to help build deeper knowledge around specific standards of their choice. Highly rigorous and FUN! #gcisdchat
Games have a lot to offer and are worth researching. Play some of them! A lot are free. Read critical reviews of games to understand what works and WHY, especially with board games. There are so many amazing games out there! For vocab, look up CODENAMES. #gcisdchat
A7: Search pre-made games online for specific content. Keep an open mind with those cheesy games that are on kids menus or cereal boxes to be blended with content. Start with your worst unit or lesson and try something new! #gcisdchat
I did it once, and it was super fun! You can also do picture Codenames. There's also a site to do it for free, but you can only use their random word generator https://t.co/DctJt1Urvu#gcisdchat
A8. outline clear expectations for students, especially when it comes to participation and learning goals. At the end of the day--learning is the goal. I've had students use "not wanting to play" as an excuse for a free class period. #gcisdchat
The best designed games typically make it easy and enjoyable to learn how to play. You shouldn't have to front load all of the instructions. Do it a step at a time. They introduce a new concept and ability one at a time, so learning how to use each one fully is fun #gcisdchat
A8: I think you first need an understanding of the types of games that your students are passionate about to build something into your curriculum that truly matters and is motivating for them. Building on that, an idea of WHY & WHAT they love about the game. #gcisdchat
Q8: 1-Norm out what is and is not kind competitiveness. 2-It is your classroom, and game, and you can change the rules if you want. 3-Here’s how to play in 3mins or less... 4- let’s play!!! #gcisdchat
