BUILDING EXPERTISE 2014 Annual Interna+onal Marzano Conference June 18-­‐20, 2014 INTERACTIVE GAMES “GETTING INTO THE GAME” Gwendolyn Bryant Learning Targets Par+cipants will be able to: 1.  Understand the learning poten+al of using games to improve student achievement 2.  Become aware of the specific game strategies to obtain the maximum gains on student achievement WELCOME INTRODUCTIONS MATERIALS ©2014 Learning Sciences Interna+onal 1 BUILDING EXPERTISE 2014 Annual Interna+onal Marzano Conference June 18-­‐20, 2014 Two Truths and A Lie •  On a s+cky note write 3 statements about yourself: one statement should be false, while two should be true. •  Each person will read their 3 statements and have the group guess the statement that is false. Gwen’s Two Truths and One Lie •  Almost everyday I will eat peanut buSer and oatmeal •  My favorite show is the Amazing Race •  I read 3 to 4 novels a month InteracMve Games 1.  Most teachers use games as a part of their instruc+onal repertoire. 2.  On an average, the use of academic games in the classroom is associated with a 20 percen+le point game. 3.  Students can simultaneously build their problem solving skills while having fun when using games. ©2014 Learning Sciences Interna+onal 2 June 18-­‐20, 2014 BUILDING EXPERTISE 2014 Annual Interna+onal Marzano Conference Games are a Regular Part of Students’ Lives •  Computers •  iPads •  Cell phones •  Television One of the few places they don't regularly play games is in their classrooms. What’s in a Game? •  Games can provide rich learning environments for students •  Students today have grown up playing games and using interacMve tools such as the internet, phones, and other devices •  Games enable students to solve real-­‐world problems in a safe environment and enjoy themselves while doing so Benefits of Games in the Classroom 1.   Provides a change from the normal rou+ne of class 2.   MoMvaMng and challenging
3.   Provides students “real +me” response
4.   Affords language pracMce 5.   Encourage interac+on and communica+on
6.   Build class cohesion
7.   Promotes whole class par+cipa+on and coopera+on
8.   Can give reluctant students opportunity to express 9.   Can help low students’ stress in the classroom ©2014 Learning Sciences Interna+onal 3 BUILDING EXPERTISE 2014 Annual Interna+onal Marzano Conference June 18-­‐20, 2014 Give One Get One •  Create a table: Give One Get One •  On the le^ side list 3 games you use to engage students in learning the content Ge\ng the Most Out of Games •  Use inconsequen+al compe++on •  Target essen+al academic content •  Debrief the game •  Have students revise their notes Types of Games 1.  Board games: such as Clue, Scrabble, Monopoly, etc. which involve reading, spelling, and coopera+ve skills, mo+vate students and encourage learning 2.  InteracMve games: online, PowerPoint, SMART boards ©2014 Learning Sciences Interna+onal 4 BUILDING EXPERTISE 2014 Annual Interna+onal Marzano Conference June 18-­‐20, 2014 Planning Tips for Using Games Consider the Materials necessary for the game 1.   Amount of +me needed for the game 2.   Students language level culture, interests and age following factors:
1.   Classroom space 2.   Noise level Let’s Play! •  Last One Standing •  What are you doing? •  “Vocabrity” Rules and Rounds •  Talk a Mile a Minute •  Sentence Race Last One Standing 1.  Give the class a topic (e.g. food, clothes, animals, items in a kitchen) and ask them to stand up, in a circle if possible. 2.  Clap out a beat and say, one, two, three, followed by a topic-­‐related word. A^er the next three beats, the text student in the circle gives a word related to the topic, and so it con+nues. 3.  Anyone who cannot think of a word or repeats a word already said has to sit down and it’s the next person’s turn. The winner is the last one standing. ©2014 Learning Sciences Interna+onal 5 BUILDING EXPERTISE 2014 Annual Interna+onal Marzano Conference June 18-­‐20, 2014 What Are You Doing? •   First person begins miming ac+vity •   Second person asks first person “What are you doing?” •   First person con+nues doing the same ac+vity BUT says they are doing something totally different. (e.g. – they may be pretending to comb their hair, but when they respond they say they are dancing) •   The second person starts miming the ac+on the first person SAID (first person can stop now). The next person asks second person: “What are you doing?” •   Second person con+nues to do the same ac+vity they started but says they are doing something totally different from that ac+vity •   The next person then starts miming this new ac+vity •   Con+nue un+l group gets +red of it or starts running out of ideas Rule – no repeaMng acMviMes and no stopping to think about acMviMes –keep it moving! “Vocabrity” Rules and Rounds Round 1 -­‐ Use words and gestures. Keep track of correct words. Each correctly guessed word is one point. You have one minute to go through as many words as possible. Round 2 -­‐ Use only ONE WORD. You cannot change your word once it is spoken. If more than one word is used you must pass, put the word back in the bowl, and chose another vocabulary word. CHOOSE YOUR ONE WORD WISELY. You have one minute to get through as many words as possible. Round 3 -­‐ Use ONLY GESTURES. No words may be uSered. If you DO say a word, you must put the vocabulary word back on the bowl and choose another slip. You have one minute to act out as many words as possible. Sentence Race •   Write each word on two small pieces of paper. That means wri+ng the word twice, once on each paper •   Organize the pieces like bundles: 2 bundles, 2 sets of iden+cal words •   Divide the class into 2 teams. Get them to make crea+ve team names. •   Distribute each list of words to both teams. Every student on each team should have a paper. Both teams have the same words. •   When you call a word, 2 students should stand up, one from each team. The students must then run to the blackboard and race to write a sentence using their word. •   The winner is the one with a correct and clearly wriSen sentence. ©2014 Learning Sciences Interna+onal 6 BUILDING EXPERTISE 2014 Annual Interna+onal Marzano Conference June 18-­‐20, 2014 Talk a Mile a Minute Vocabulary Game This game is modeled a^er “Jeopardy” or “Taboo.” Players take turns trying to get their partner to guess the words in a specified category by giving oral clues describing each word. Category: Types of Quadrilaterals •  Square •  Rectangle •  Rhombus •  Trapezoid •  Rhomboid •  Trapezium Category: US Congress • 
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Representa+on Senator Cons+tu+on Veto Majority Democracy Ballot Amendment Filibuster ©2014 Learning Sciences Interna+onal 7 June 18-­‐20, 2014 BUILDING EXPERTISE 2014 Annual Interna+onal Marzano Conference DicMonary Game •  The teacher chooses a word that no student can define •  Each student (or group of students if teacher chooses to play in teams) will write a made-­‐up defini+on for the word in ques+on and the teacher will write the real defini+on. All of the defini+ons must be wriSen on iden+cal pieces of paper so that the paper doesn't become the clue •  All defini+ons are turned into the teacher and read by him/
her. Then instruct each student to vote for defini+on when the teacher reads them through the second +me •  Points are scored in two ways: 1-­‐ someone votes for your defini+on as the real one (one point per vote), or 2-­‐ you vote for the correct defini+on •  The winner is the student with the most points Games are a Powerful and Useful Tool Games can have a significant effect on student achievement when teachers use them purposefully and though9ully. R. Marzano (2009) TO LEARN MORE: MarzanoCenter.com LearningSciences.com 1.877.411.7114 ©2014 Learning Sciences Interna+onal 8