Enhance Learning in Science With Games
Pam Kirkland
Master Teacher UTeach-UT Dallas
M.Ed. Administration
Jennifer Burr
ESL & 504 Coordinator Trinity Basin Preparatory
M.Ed. Administration
Objectives
1
Increase Student Interaction
2
Develop Inquiry Skills while Encouraging ELL
Language Development
3
Enhance Understanding of TEKS and Discuss
Ways to Incorporate 21st Century Skills
Just the Facts!
Why
Play
Games?
Games and Student Achievement
• 60 studies were conducted by classroom educators on
the effect of games and student achievement
• 20% growth in subjects studied
Educational Leadership Feb 2010- ASCD
Using Games to Enhance Student Achievement
Robert J. Marzano
Aspects of Game-Based Learning
• 72% (8 out of 11) of studies showed retention is better
when using game based learning
• Games may not always be the superior learning method,
BUT they enhance motivation and increase interest in
subject matter
Druckman 1995
Benefits of Game Based Learning
1
Using games for learning purposes has been supported by data
2
Learners are encouraged to combine knowledge from different
areas to choose a solution or make a decision
3
Learners can test how the outcome changes based on their
decisions and actions
4
Learners are encouraged to communicate with other team
members and discuss/negotiate subsequent steps
Relationships Between Game Attributes and Learning Outcomes
Review and Research Proposals
• Research over many years indicates that using games for learning
leads to improved learning, increased motivation and improved
performance
• A review of literature indicates that games can lead to better
cognitive, affective and skill-based outcomes
Building Inquiry Skills Through Games
Review and Research Proposals
• Research over many years indicates that using games for learning
leads to improved learning, increased motivation and improved
performance
• A review of literature indicates that games can lead to better
cognitive, affective and skill-based outcomes
Consider the Following when Selecting Games
• Specific objectives to be mastered as
the goal
• Amount of conflict or solvable
problems addressed
• Progression of difficulty
• Student ownership of learning
• Connection to real-world
applications
• Level of mystery (a gap in knowledge)
• Specificity and immediacy of
feedback
• Risk-acceptable environment
• Team and student recognition
• Level of Inquiry
Consider English Language Learners in Your Class
Consider English Language Learners in Your Class
ELL Special Needs Addressed
Content Area Conversation
Plan for Purposeful Discourse
• Help create an environment that encourages academic discourse
• Consider student interaction - BICS (Collaboration Teams)
• Plan on accessing academic language development - CALP
• ELPS: listening, speaking, reading and writing, speaking, reading
and writing
Classroom Talk
Teacher: Do you remember us discussing the lifecycle of star?
Student: Um, I think so.
Teacher: How do stars begin their life cycle?
Student: As little stars?
Teacher: Do you remember the term nebula?
Student: Yes, I think so.
Teacher: OK, what is the definition of a nebula?
Student: Ummm…..I’m not sure
Teacher: A nebula is a cloud of gas and dust in outer space. What is our
nearest star?
How can we use questioning to
encourage students to use science
vocabulary and build stronger BICS and
CALPs?
Power Verbs- Need to model using
these for students
Student: The Sun?
Teacher: Correct! Are all stars the same?
Student: No?
Teacher: Right, they vary by mass, temperature and brightness.
ELPS Chart
The End of the Game is NOT the End of the Lesson (continued)
Debrief and Reflect
After the Game
Students should Debrief/Reflect on what they learned
As A Class
• Share team results with the whole class
• Open discussion- Strengths/Areas for Improvement
• How could we improve?
• Use Technology: TodaysMeet, Survey Monkey, Plickers
• Use whiteboards
The End of the Game is NOT the End of the Lesson
Debrief and Reflect
Individually & as a Team
Reflection: Share Out and Write Out
•
•
•
•
•
•
List the most challenging questions to answer – Explain Why
How did your team work through the problems?
How could you reword a question to get a better response?
Practice writing questions-write 2 new questions for the game
Write a summary of an “ah ha” moment for you during the game
Review interactive notebooks, revise notes if needed
Rubric for Games
• Reviewing a game before and after a lesson will help:
- Reinforce student comprehension of the material
- Ensure the activity is in alignment with goals for all learners
• Rubrics are great tools to use!
http://rubistar.4teachers.org/index.php
Things to Keep In Mind With ELLs
• Provide a linguistic platform in order to advance to the next
proficiency level (sentence starters, word walls, word banks)
• Allow adequate “think time” for students that may need
additional linguistic processing time
• Include games that involve most or all the elements of the four
language domains (listening, speaking, reading, writing)
Things to Keep In Mind With ELLs
The Activity should include:
• Content Objectives
• Language Objectives
• Social Objectives
Content-Area Conversations: How to Plan Discussion-based Lessons for Diverse Language Learners
by Douglas Fisher, Nancy Frey and Carol Rothenberg
Games
Ride The Rock Cycle: http://209.7.198.36/geologyonline/lessons/6.4/lesson.pdf
https://www.youtube.com/watch?v=1LbTW5z_oN0
Scientific Dominoes
Taboo- Hasbro Game Modified
I Have-You Have:
Atomic Bingo: http://osric.com/bingo-card-generator/
Fortune Tellers: www.GailLovely.com
Plickers: https://plickers.com/
Wrap Up
• Games provide an opportunity for student-centered learning
• Games provide an opportunity for BICS and CALP to occur between
students
• Games can provide students with a challenging method for increasing
their skills in listening, speaking, reading and writing
• Games provide the opportunity for educators to assess students
through informal assessment
Blog Site for Information and Handouts
• www.title3ellscience.wordpress.com
More Hands-on Games
Science Taboo
https://www.csun.edu/science/ref/games/taboo/taboo.html
https://wvde.state.wv.us/strategybank/documents/Taboovocabularydevelopment.doc.
Dichotomous Key game
http://www.csun.edu/science/ref/games/downloadable_docs/dichotomous_key.pdf
http://www.alaskasealife.org/New/education/VFT/SEA_ICE_MELT_DOWN/curriculum%20materials/3%20Curriculum%20Supplement%20QUESTIONS.
pdf
Triple Play- work as a team
http://www.myteacherpages.com/webpages/mri/science.cfm?subpage=1251892
Fortune Teller- good to develop questioning skills,
www.GailLovely.com
http://www.mytoysandmore.net/ctp2647-samplepages.pdf
http://spaceplace.nasa.gov/starfinder/en/
http://kickham8science.weebly.com/uploads/2/2/9/3/22937760/platetectonics_fortune_teller.pdf
Body Systems Domino
http://www.collaborativelearning.org/bloodcirculation.pdf
Bingo: Atomic Bingo//Body Bingo
http://www.mcps.org/Science_Files/Bingo%20Review.pdf
http://osric.com/bingo-card-generator/
http://www.ellenjmchenry.com/homeschool-freedownloads/lifesciences-games/documents/BodyBingo.pdf
Wolf Survival
• http://www.wolfquest.org/pdfs/Survival%20is%20just%20a%20roll%20away%20Lesson.pdf
Swim for Your Life- Helps with adaptations, watersheds, environmental and manmade hazards
• http://fergusonfoundation.org/btw-students/swim-for-your-life-fish-game/
Shooting Balls- Helps with graphing- shows slope and application for using slopehttp://www.fisme.uu.nl/toepassingen/00065/toepassing_wisweb.en.html
Computer Games continued
www. fergusonfoundation.org
http://fergusonfoundation.org/hbf-kids-zone/cow-in-and-out-game/
http://fergusonfoundation.org/btw-students/plant-identification/(students make a dichotomous key)
http://webworld.freac.fsu.edu/cameras/keys/sa/tree.htmlhttp://www.sheppardsoftware.com
http://www.sheppardsoftware.com/content/animals/kidscorner/games/foodchaingame.htm
http://www.csun.edu/science/ref/games/downloadable_docs/
https://jeopardylabs.com/
https://jeopardylabs.com/play/rock-cycle-jeopardy
https://jeopardylabs.com/play/plate-tectonics-review-game
http://www.learner.org/interactives/rockcycle/diagram2.html
http://education.jlab.org/index.html
http://www.kscience.co.uk/animations/anim_1.htm
http://www.glasgowsciencecentre.org/online/forces-at-the-funfair.html
Websites for Game Creation
http://www.orgs.ttu.edu/nsta/handouts/PlantAndAnimalAdaptations.pdf
http://www.csun.edu/science/ref/games/
https://jeopardylabs.com/build/
http://www.mcps.org/Science_Files/Bingo%20Review.pdf
http://209.7.198.36/geologyonline/lessons/6.4/lesson.pdf
http://www.ellenjmchenry.com/homeschool-freedownloads/lifesciencesgames/documents/BodyBingo.pdf
http://www.purposegames.com/create
http://www.donnayoung.org/homeschooling/games/game-cards.htm
Research References
Educational Leadership Feb 2010 - ASCD Using Games to Enhance Student Achieve
Robert J. Marzano
Aspects of Game-Based Learning
Maja Pivec- FH JOANNEUM Information Design, Austria
Olga Dziabneko - FH JOANNEUM, Centre for Multimedia and Learning, Austria
Irmgard Schinnerl – Centre for Multimedia and Learning, Austria
Relationships Between Game Attributes and Learning Outcomes: Review and Research
Proposals
DOI: 10.1177/1046878108321866
Simulation Gaming 2009; 40; 217 originally published online Aug 26, 2008;
Shawn Burke, Jamie L. Estock, Kara L. Orvis and Curtis Conkey
Katherine A. Wilson, Wendy L. Bedwell, Elizabeth H. Lazzara, Eduardo Salas, C.
Content-Area Conversations: How to Plan Discussion-based Lessons for Diverse Language
Learners
by Douglas Fisher, Nancy Frey and Carol Rothenberg
Inquiry-Based Instruction- Not all Fun and Games
Sharon Kinsley
http://www.gamesandlearning.org
http://kanagawa.lti.cs.cmu.edu/11780/sites/default/files/GameSurvey4.pdf
References (continued)
http://hyperphysics.phy-astr.gsu.edu/hbase/pespr.html
http://www.quora.com/
http://classroom.synonym.com/
http://science.jrank.org/
http://www.mstworkbooks.co.za/
http://farside.ph.utexas.edu/
http://science.halleyhosting.com
http://legacysite2.timeanddate.com
http://oneminuteastronomer.com/
http://www.polywellnuclearfusion.com
http://www.thunderboltkids.co.za
http://resources.woodlands-junior.kent.sch.uk/time/moon/times.html
http://www.physicalgeography.net/fundamentals/6h.html
http://projectsharetexas.org/resource/moon-lunar-cycle-and-tides-ontrack-science-grade-8-module-3-lesson-3
http://www.bbc.co.uk/bitesize/ks3/science/energy_electricity_forces/forces/revision/3/
http://science.howstuffworks.com/innovation/scientific-experiments/10-scientific-laws-theories4.htm
http://chemistryunderstood.com/understand/letsmakeadeal/index.html
https://jahschem.wikispaces.com/chemical+activity
http://scienceforkids.kidipede.com/chemistry/atoms/helium.htm