Strategy Report

1. Strategy Report By Susanne Masciantonio

2. Where the Strategy was found • My strategy was found in the web site that talks about the technology world and students. We have to use what works and kids today are brought up playing or using technology of some sort. Why not bring this into our classrooms. This article is worth reading because is touches on the realization that technology and how it can be used in the classroom is fascinating. • http://dynamichistory.com/oblinger-2004-8.pdf

3. This strategy is supported by the following research • “Games are no longer just for fun; they offer potentially powerful learning environments. Today’s students have grown up with computer games. In addition, their constant exposure to the Internet and other digital media has shaped how they receive information and how they learn. There are many attributes of games that make them pedagogically sound learning environments. An increasing number of faculty are using games as enhancements to the traditional learning environment with encouraging results. While the interactivity and engagement of games are highly positive a number of questions remain about how games will be developed, deployed and accepted in higher education”. The Next Generation of Educational Engagement Diana G. Oblinger, Ph.D.

4. Description of the strategy In order to consider games as potential learning environments, the structure and practice of games must have useful parallels to sound pedagogy and the current generation of learners. Games have many attributes that are associated with how people learn. • Activates prior learning : Games require facts. In some cases games are based on understanding topics such as mythology, geology, meteorology, science or history. Players must use previously learned information and learn new facts to move to higher levels of game play. • Context: Context is important in games. Knowing what information or techniques to apply in which situations enables greater success. • Feedback and assessment: Games provide ample feedback on the player’s progress. Scoring, reaching different levels and ultimately winning provide rich feedback and assessment. (Online help can provide just-in-time remediation, as well . ) \ • Transfer : Games require transfer of learning from other venues life, school and other games. Being able to see the connection and transfer existing learning to a unique situation is part of game play. • Experimental: Games are inherently experiential. Those who play games engage multiple senses. For each action, there is a reaction. Feedback is swift. Learning is often by trial and error: hypotheses are tested and users learn from the re s u l t s . • Social : Games are often social environments, sometimes involving large distributed communities.

5. Will this Strategy work best for one type of student over another • This strategy works for all types of students. When brought into the computer lab, students will work for an hour on educational games. This strategy gets the students engaged in the lesson or what the topic is without even knowing they are learning. One in particular sight is the http://www.apples4theteacher.com/holidays/presidents-day/games/ • This sight gives the students a wide variety of subjects in which to choose. I choose the topic and the students then choose the games in which to familiarize themselves with. Once they are done, I then can have a lesson plan knowing the students have a sense of background for the topic.

6. Why did you select this strategy • I picked this strategy because where I teach, the students struggle. I teach at an inner-city school and students need resources and extra guidance in order to succeed. I will use any method to keep my students focused and on target. It is amazing how much my students can learn when using these games. I just fill in the necessary information they need once they get familiar with the information.

7. Continue • Some games students can play is a jigsaw puzzle of Mt. Rushmore, a matching game of presidents, hangman on historical people and places plus a whole lot more. Students are learning and they don’t even know it. When finished, I ask them to write down all the fact they know. They brainstorm for the answers and then we discuss the certain facts together for a in-depth lesson on them.