Teaching with Immersive
Gaming CPD 3
Designing your own resources
and Twigging in Practice
Aims of the Session
Learning to:
• Prepare own resources: tips on question
types, do’s and don’ts
• How to TWIG: some hints about practice
in the classroom
Designing own resources
• Different structures for twigging, e.g.
– Slides interleave info re: learning content with
gaming rounds
– Presenting students with paper-based info,
slides present gaming rounds
• All require designing questions and developing
new twig slides with your own content
Twig slides with your own
content
• To get started, download the twig template
slide on the NEnet web-site.
• Save it (“Save as”) under the filename of
your choice
• Copy and paste the slide to produce at
least as many slides as you might need
Add your own learning content
• Never delete any part of the twigging tools
• For a slide of learning content, cover the
twigging tools with a square drawn using
Powerpoint drawing tool (white - or any
other colour) and add as much stuff as you
want (images, video, sound files) on top of
this square.
Add your own gaming rounds
• Never delete any part of the twigging tools
• Only replace “Question?”, with your
question, and each “alternative” with your
alternatives.
• Add as much stuff as you want (images
included) but avoid video, sound filesand
animations on gaming round slides. Add
them to learning content instead
Preparing own resources
• MCQ’s
MCQ’s support (almost) all levels
Remembering
define, describe, locate, identify, know, label, list, match, name,
outline, recall, recognize, reproduce, select, state
Understanding
comprehend, restate, convert, defend, distinguish, estimates,
explain, extend, give example, interpret, paraphrase,
rewrite, summarize, translate, interrelate, interpret
Applying
apply, change, compute, construct, generalize, dramatize,
demonstrate, discover, manipulate, modify, operate, predict,
prepare, produce, choose, relate, show, solve, use.
Analysing
analyze, break down, compare, classify, point out, categorize,
contrast, diagram, differentiate, subdivide, discriminate,
distinguish, identify, illustrate, infer, relate, select, separate,
prioritize.
Evaluating
appraise, compare, conclude, contrast, criticize, critique,
defend, describe, discriminate, evaluate, explain, interpret,
justify, relate, weight, summarize, support, consider,
recommend.
Remembering
Recalling facts and information
Which king signed the Magna Carta in 1215?
–
–
–
–
Richard II
Henry I
John
Henry IV
Understanding
This includes understanding the meaning of information,
demonstrated by restating it in other ways, or by
interpreting, explaining or summarising the information.
Alliteration means
•
•
•
•
The repetition of similar vowel sounds
The repetition of the same consonant
The repetition of the same rhythm
The repetition of the same metaphor
Applying
This involves applying rules, methods and principles to
new problems or situations (e.g. classifying)
When petroleum burns, this type of reaction can be called:
• Exothermic
• Metathermic
• Endothermic
• Electrolytic
Which of the following is correct:
• It’s on the dogs’ leg
• Its on the dogs’ leg
• It’s on the dog’s leg
• Its on the dog’s leg
Analysing
Identifying the organization and patterns within a system,
examining and breaking up information, sometime to
identify causes or trends.
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Week 1
2
2
5
4
6
4
6
Week 2
6
7
8
7
6
7
5
Week 3
2
4
6
4
5
4
6
Which is true?
• More rain fell on Thursdays than Saturdays
• More rain fell in Week 1 than Week 3
• More rain fell on Sunday than Thursday
• More rain fell in Week 2 than fell in Week 1 and 3 together
Analysing
In “Romeo and Juliet”, how might the relationship
between the Friar and Romeo be characterised?
• A close friend to Romeo, but unreliable.
• A restraining influence on Romeo, but
accidentally contributes to his death
• A bad influence who does not care about
Romeo and contributes to his death
• An untrustworthy person who Romeo mistakes
as a friend.
Evaluating
Evaluating means use evidence & reasoned argument to
make judgements about information, often against criteria.
Stackable chairs are best made out of:
•
Acrylic
•
HDPE
•
Expanded polystyrene
•
Polystyrene
Gaming Rounds
Double or quits
• Allowing students with correct answers to game points, winning double
or zero with a 50:50 chance
– However, students indicate whether gaming BEFORE the answer
announced - anticipation of uncertain reward improves engagement
when teacher announcing/explaining answers
• It is also possible to extend the feature by repeating it.
Individual challenges
• Individual teams can be randomly selected for special challenges.
Challenges with high rewards but less probable success provide plenty
of excitement
Golden Opportunities
• This is the standard challenge for an individual team. Having been
randomly selected, one team has the chance to pass a tricky learning
challenge and win a large number of points.
Give-away round
• As golden opportunity, but selected team must give away winnings (if
any) to another team (nominated before they see the question).
Lucky Color
• Just pick a colour and gain points if comes up
Creating and communicating
Creating
• Creating can include new connections, patterns, perspectives or outcomes.
Ask individual/team to generate own examples (with the rest of the class
assessing quality and/or ready to challenge). Points for some pre-defined
number (e.g. Can you think of 3 metaphors for love in 30 seconds? 4
reasons in 45 seconds for you not wanting to live in the dark ages?)
Debating Round
• Present a subjective opinion (e.g. “commas are useful”). Selected team puts
their views forward as why correct, another puts an opposing view. Teams
selecting the most popular option win - a good round for generating and
assessing skills relating to discussion and argument.
Persuader Round
• Similar to the debating round, but the statement either correct or not (e.g.
adverbs usually end with “ly”). As before, the teams who put forward
opinions win points by being the most popular. Everyone must be correct in
order to win. This round makes teams putting forward their arguments more
devious (maybe blatant lies) and the others think critically and sceptically
(rather than just striving to be one of the majority)