1 / 45

Have THEY Learned Yet??? Using Games and Projects to Assess Learning Julie Bilz Brenda Ragle

Have THEY Learned Yet??? Using Games and Projects to Assess Learning Julie Bilz Brenda Ragle Susan Wilker Ivy Tech Community College Columbus. What is Your Favorite Chocolate?. Mr. Goodbar. Logical Analytical Play devil’s advocate See all possibilities What if? Hate deadlines

thelma
Download Presentation

Have THEY Learned Yet??? Using Games and Projects to Assess Learning Julie Bilz Brenda Ragle

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Have THEY Learned Yet??? Using Games and Projects to Assess Learning Julie Bilz Brenda Ragle Susan Wilker Ivy Tech Community College Columbus

  2. What is Your Favorite Chocolate?

  3. Mr. Goodbar • Logical • Analytical • Play devil’s advocate • See all possibilities • What if? • Hate deadlines • Rule oriented • Structure and order • Hate surprises • Procrastinator

  4. Krackel • Creative • Optimistic • Messy, but organized • Off-beat • Friendly and outgoing • Willling to help • Like surprises • Like flexibility and change

  5. Hersheys Milk Chocolate • All American • Love baseball, Mom and apple pie • Cheerleader • Good PR person • Kind and thoughtful • Remember birthdays • Others turn to you for help • playful

  6. Hershey’s Extra Dark • Patient • Thoughtful • Individualist • Problem solver • Finisher • Works well with difficult people • Dependable • Loyal • Resourceful • Good grant writer

  7. Snickers • Humorous • Fun-loving • Practical joker • Everyone loves you! • Sassy • Outgoing • You love party games

  8. Classroom Assessment is • Learner centered • Teacher directed • Mutually beneficial • Formative • Context specific • Ongoing

  9. When we think of assessment we generally think of…………

  10. Types of Assessment • Multiple choice • True-False • Matching • Essay • Short Answer • Problem Sets • Oral Exams • Paired Tests • Portfolio

  11. However, PROJECTS are also a form of assessment. PROJECTS allow students to be assessed in a format that “shows off” their intelligence.

  12. Multiple Intelligences Multiple Intelligences (MI) Projects and Assessments

  13. MI and Universities • 1994 pilot study at Glendale Community College. • Teachers sought more creative strategies. • Used MI in classrooms in 10 disciplines. • This pilot program is now an integral part of Glendale and other community colleges have created their own programs. • Students demonstrated understanding and application.

  14. Verbal/Linguistic • Oral presentations • Telling or writing stories • Research reports • Debates • Drama

  15. Logical Mathematical • Puzzles • Manipulatives • Logic games • Problem solving • Scientific model • Critical thinking • Using money • Geometry

  16. Visual-Spatial • Photography • Visual products • 3D projects • Charts and organizers • Illustrating/painting • Powerpoint presentation • Making digital movies

  17. Bodily-Kinesthetic • Playing games • Crafts • Group work • Experiments • Models • Arts and crafts projects • Creative movement

  18. Musical • Writing or performing songs • Rhyming • Raps • Playing instruments • Poetry • Listening and playing music

  19. Interpersonal • Cooperative learning • Group tests and projects • Peer editing • Study groups • Sharing • Discussion

  20. Intrapersonal • Personal goal setting • Individual projects • Working alone • Independent projects • Personal choices • Individual study time • Personal reflections

  21. Naturalistic • Any outdoor project • Scientific experiments: • Identifying plants, animals or habitats • Watching clouds or storms or other weather • Hiking or walking in the woods • Zoology • Gardening

  22. Projects and Assessment • Base on course and performance objectives • Decide what kind of measurement tool to use to score project • Objectives determine whether grade is based on individual contribution or a total group grade • The project itself is the assessment of student learning and understanding

  23. Projects and Assessments • Not all projects may be appropriate or relevant to your topic. • Your subject area will determine which projects are appropriate. • Try one or two small project assessments first.

  24. Whether created by an individual or a group… Projects can be fun!

  25. Rubrics • Definition • Advantages Objectives defined Grading criteria clearly outlined • Creating Rubrics Class might help create rubric

  26. Games are fun and can be used to build connections between students or ideas. • Bingo - when a word is said in lecture cover the word or…. • Jeopardy • Name that… (???theorist, author…) • Charades • Board Games (students create their own)

  27. To Develop Teams, Build Connections, Assess Understanding • Ice Breakers • Puzzles • Puppets • Collage • Legos • Draw a picture, a BIG picture

  28. Games can be used to assess recall or comprehension of course lectures • Toss a“Ball” to students with open-ended questions taped to it. Tell students they may use help lines. • If no ball is available make one out of duct tape and newspaper.

  29. Group Assessment • Give each student a 3X5 index card • Have them write a response to an open- ended question on materials just covered in lecture or to ascertain what was retained from a previous class. • Then they are to pass the card to another student (someone behind, in front, to the side, across the room) • Ask another open-ended question (pass the card to another student) • Ask the third question (pass the card) • The 4th student reads the responses

  30. Gone Fishing Ask students to bring in “good” questions over assigned readings - written on a fish. Place questions in a “fish pond” Have group “Go Fishing” and after discussion respond to question

  31. Balloons Students always have fun and remember activities completed with balloons Use balloons as props Have them create a model or representation of a concept using balloons Example: mitosis or meiosis

  32. Music and Rhythm for Memorization • Write a Song (Piggy Back Songs) • Dances Macarena – example: names of month YMCA Chicken Dance Bunny Hop • Rap • Rhythm Sticks (Doesn’t need to take long. Some students can write a song in about 10 minutes. Do it as a group… and watch the different intelligences “shine.”)

  33. Cards • Use a card game to encourage participation. Students receive a card when they participate and the winner receives……. • Create a card game - some cards with pictures and others with words to match or • Groups of words that go together and use them to play a modified version of Spoons- Multiple Choice, True & False, Fill in the Blank Interpersonal, Naturalist, Bodily-Kinesthetic Authoritarian, Authoritative, Permissive

  34. Tic Tac Toe – when a student uses the words to respond to a question Sensory Motor Preoperational COLTS Name Vygotsky Piaget Concrete Operations ZPD Chomsky

  35. ABC D H N E T E Make a large quantity of “letter cards” large enough to place in the middle of the table and play Scrabble, create crossword puzzles, or see which group can spell out their vocabulary words the quickest.

  36. Resources • Why do project based learning? • http://pblmm.k12.ca.us/PBLGuide/WhyPBL.html • Cooperative Games • Miller, G. (2004). Quick team-building activities for busy managers: 50 exercises that get results in just 15 minutes. NY: American Management Association. • Newstorm, J. & Scannell, E. (1998). The big book of team building games. NY: McGraw Hill. • Priest, S. & Rohnke, K. (1998). 101 of the best corporate teambulding game we know. IA: Kendall/Hunt.

  37. Resources • Multiple Intelligences • Campbell, L; Campbell, & Dickinson, D. (2004). Teaching and learning through multiple intelligences. MA: Pearson. • Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. NY: Basic Books, Inc. • Chapman, C. & King, R. (2005). Differentiated assessment strategies: One tool doesn’t fit all. CA: Corwin Press.

  38. Adult Learning and MI • www.teachervision.fen.com/intelligence/teaching-methods/2204.html • http://www.ncsall.net/index.php?id=45 • http://www.ncsall.net/?id=29#21 • http://www.accelerated-learning.net/multiple.htm • Viens, J. & Kallenbach, S. (2004). Multiple intelligences and adult literacy: A sourcebook for practitioners. MA: Teachers College Press

  39. GAMES • Power Point Presentation Formats for Games: http://www.csun.edu/science/ref/presentation/powerpoint/powerpoint.html • Multimedia Games: http://opencontent.org/wiki/index.php?title=Games_Multimedia_Materials

  40. Math Games: http://www.madras.fife.sch.uk/maths/games/ • Card Game Ideas: http://edweb.sdsu.edu/courses/edtec670/ • Board Game Ideas: http://edweb.sdsu.edu/courses/edtec670/

  41. Operation Management: http://web.lemoyne.edu/~wright/learn.htm • Multimedia Games: http://opencontent.org/wiki/index.php?title=Games_Multimedia_Materials • Active Learning in the College Classroom: http://www.calstatela.edu/dept/chem/chem2/Active/

  42. Rubrics • http://www.buhs.k12.vt.us/buhsPages/academicsPages/acedemicAssessmentPages/WEBProjectPages/details/assessmentResources.html • http://www.calstate.edu/acadaff/sloa/links/rubrics.shtml • http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/Rubric_Bank/rubric_bank.html • http://school.discovery.com/schrockguide/assess.html

  43. Whoever wants to understand much must play much. Gottfried Benn

  44. Necessity may be the mother of invention, but play is certainly the father. Roger von Oech

  45. …The End

More Related