Week 2
 |
| Reading skill |
Reading skill
On June 10, 2013
Andrew K. Miller //Nov. 12, 2012 //
8:00 AM
More and more children like to play
games, including game online. Moreover, our students are playing video games on
Internet. Also, most of parents don’t agree with this because they think
students who play video games don’t interest in learning. In the United States,
there are 183 million active gamers playing for an average 13 hours per a week,
according to a topic “Reality Is
Broken”
in a book of Jane McGonigal. Some teachers see this as a good opportunity to
use games in classroom rather than a view as waste of time. The teacher can
look for suitable games to use in the classroom to motivate the students to
understand what they are interesting easily. There are many reasons that the
teacher provides playing games to teaching such as providing situated
learning environment than the
traditional learning environment and focusing on critical thinking and solving
complex problems. According to this passage, there are two
examples how to achieve in games-based learning for using in real classroom,
including teaching games as direct and secondary lessons.
Firstly, there is teaching focused on
game-based learning as direct lesson. For example, some teachers apply
games to teach skinning or skimming reading, argumentative or critical writing
and grammatical structures. In this game named “Argument Wars,” the students
have to evaluate arguments and find evidence from a variety of court cases such
as Brown v. Board of Education and Miranda v. Arizona. In case are separate
game, and some students act as a lawyer who represent one side of this case.
Students must identify the main idea of the argument and choose the best
supporting statements to respond in the judge. They must also fend off the
arguments of their opponent to win the case. The teachers evaluate students on
written assignments, such as a formal essay or persuasive letter to the Supreme
Court. “Argument Wars” also tracks students’ answers and scores to give
teachers more information on their progress. According to this teaching, game
allows the students practice about law lesson connected with the real
situation.
Secondly, the teacher allows game teaching
in learning as secondary lesson. Another game
using in the classroom is the puzzle game, in which students have to create doors
between two flat planes. The teachers can create contexts for students to learn
science content such as mass and velocity. After that, the teacher guides them
to send cubes touching in mid-air. They can test different speeds and select
data with the results. Teachers want students collaborate on different situation
in the game to expect what will happen. The game provides an interesting and
safe place to experiment and learn before applying the knowledge in the other
lesson.
Principles
of effective teaching are application real materials in which the students more
need and interest. In addition, using game teaching for children both increases
cooperation and competition in the classroom. Two samples of refer to how
teachers use game based learning effectively. Some teachers are usually
low-tech games or the traditional teaching. Some teachers even change kinds of
game in which students play in the classroom every day. In my opinion, I agree
with allowing opportunity to apply game based learning in the classroom to
encourage students to learn happily and they can spend valuably time.
Original
Manuscript
On June 10, 2013
Andrew K. Miller //Nov. 12, 2012 // 8:00 AM
Our students are playing video games,
whether we like it or not. In the United States, there are 183 million active
gamers – people who play games for an average of 13 hours a week, according to
Jane McGonigal in her book “Reality
Is Broken.”
Rather than viewing this as a waste of time, some educators are seeing this as
an opportunity and are using
games in the classroom.
There is something about games that
engages us, but how can teachers use them to teach important concepts? The
answer is game
based learning.
Why Games? - Games provide a
learning environment that is often starkly different than the traditional
learning environment. When you play a game, you have the opportunity to try and
fail. In the classroom, students are often punished for practice, as it affects
their grade. If you lose a game, you have the opportunity to try again.
Games also provide a “situated
learning”
environment. In the classroom, content is often disconnected from a relevant
context. In a game, you learn content to perform tasks. Whether the game
demands learning math content or social studies content, you are engaged
because you are invested in winning.
Games also focus on critical thinking and
solving complex problems. Instead of “drill and practice,” a good game demands
that you use factual information to solve a complex problem. Here are two
examples of how teachers are implementing game based learning:
Games as Direct Lessons - iCivics uses educational
games to teach a civics curriculum. Teachers are also using it to teach reading
and argumentative writing, crucial foci in the Common Core Standards. In the
game “Argument
Wars,”
players must evaluate arguments and evidence from a variety of court cases such
as Brown v. Board of Education and Miranda v. Arizona.
Each case is a separate
game, and the player takes on the role of a lawyer representing one side of the
case. Students must identify the main idea of the argument they represent and
choose the best supporting statements to satisfy the judge. They must also fend
off the arguments of their opponent to win the case. The game is designed to be
educational as well as fun. Teachers assess students through a written
component, such as a traditional essay or persuasive letter to the Supreme
Court. “Argument Wars” also tracks students’ answers and scores to give teachers
more information on their progress.
Games as Secondary Lessons - Another popular
game in the classroom is the puzzle game Portal, in which
players have to create portals between two flat planes. The game was not
designed to be educational, but teachers are creating contexts for students to
learn science content while playing. For example, they can use Portal to help
teach concepts like mass and velocity. After a traditional lesson on the topic,
students are instructed to send cubes colliding in midair within the game
environment. They can experiment with different speeds and collect data on the
results. Teachers have students collaborate on different scenarios in the game
to predict what will happen. The game provides an engaging and safe space to
experiment and learn before applying the knowledge in an exam.
These are just two samples of how teachers
are implementing game based learning. Some teachers are using more low-tech
games, and some teachers are even turning their classrooms into games where
students play every day. We have a unique opportunity now to use game based
learning in the classroom as a way to encourage students to learn AND play.
Andrew K. Miller is an educational
consultant who works with schools and game design companies.
Reference:http://www.educationnation.com/index.cfm?objectid=9EC27B06-2C69-11E2-A3EB000C296BA163&aka=0
On June 10, 2013
Andrew K. Miller //Nov. 12, 2012 //
8:00 AM
Vocabularies
|
Pronunciation
|
Meaning
|
Implement
(v)
|
/ˈɪmpləmənt/
|
ทำให้สำเร็จ
to make something that has been officially
decided start to happen or be used
Ex: A new work program for young people
will be implemented.
|
Civic(adj.)
|
/ˈsɪvɪk/
|
แห่งชาติ
connected with the people who live in
a town or city
|
Secondary
(adj.)
|
/ˈsɛkənˌdɛri/
|
ที่สอง
less important than something else
Ex: Experience is what matters—age is
of secondary importance.
|
Portal
(n.)
|
/ˈpɔrt̮l/
|
ประตู
a large impressive gate or
entrance to a building
Ex: The castle's portals have opened to many famous guests.
|
Experiment(n)
|
/ɪkˈspɛrəmənt/
|
การทดลอง
a scientific test that is done in
order to study what happens and to gain new knowledge
Ex: Many people do not like the idea of experiments
on animals.
|
ไม่มีความคิดเห็น:
แสดงความคิดเห็น