Is Spaceteam Educational?

The Spaceteam Question…

Spaceteam is a cooperative mobile game that allows small groups of players to work together to pilot a space craft.  At first blush, it seems to be just a fun game that brings friends together.  However, are there broader applications for this game in the classroom? 

 

I was introduced to Spacteam by several colleagues and took some time out of my busy schedule to play.  What I noticed first is that cooperation and clear communication are at the core of its gameplay.  While many console and mobile games are heavily single player experiences, Spaceteam insists on cooperation and collaboration. 

Additionally, I couldn’t help but wonder if the functions applied in the game are similar to piloting a space craft.  Imagining what an astronaut actually goes through was intriguing and peaked my interest enough to do some quick Google searches.    

But the big question remains: Could I use Spaceteam in my classroom? 

Go play the game and respond in the comments below and let me know.  Enjoy!

Can Video Games Make Dyslexic Children Read Better?

Much of my writing for this blog discusses the impact that video games and media have on education, so this post is not different!  I recently came across an article from IGN.com that presents an interesting topic: Can Video Games Make Dyslexic Children Read Better?

http://m.ign.com/articles/2013/05/29/can-video-games-make-dyslexic-children-read-better

Take a look!  Feel free to comment below.

Professional Capital: Transforming Teaching in Every School - Chapter 1 Review

This time I'm serious!  I've been picking away at this book all year, but now I'm committing to reviewing it on TeachingtoLead.  Stay tuned for more.  (The following is a re-post from May 13, 2014)

To begin my summer book review series, I’ve decided to read an intriguing book called Professional Capital: Transforming Teaching in Every School by Andy Hargreaves and Michael Fullan.  I’ll dedicate a new post to my reactions on each chapter.  Feel free to comment and join in the conversation. 

Chapter 1: A Capital Idea

Hargreaves and Fullan do a great job in chapter 1 to establish the groundwork for their ultimate thesis: to change education through “professional capital” and “articulate an inspiring vision of the future for the teaching profession, along with a coherent set of actions to get there” (9). 

To establish an understanding of professional capital, the authors mention several different types of capital: financial capital, business capital, cultural capital, spiritual capital, and “natural” capital (1).  However, to better understand the types of capital that make up professional capital, the authors’ definitions are as follows:

1.       Human Capital – the “talent” of the individual and his ability to use his talent to be a great classroom teacher (3)

2.       Social Capital – the relationships and interactions among teachers and between teachers and administrators (3)

3.       Decisional Capital – exercising judgments and decisions with collective responsibility, openness to feedback, and willing transparency (5)

These three types of capital, according to the authors, make up professional capital. 

In the long run, the author’s argue, that cultivating human capital (talents) and relying only on human capital to sustain education will ultimately fail.  Programs like Teach for America rely on human capital and take advantage of highly talented individuals to step into schools and teach.  However, these “teachers” cannot sustain a school and leave after several short years because they are overworked, burned out, and underpaid. 

The only real way to sustain a high standard of education is to invest in social capital.  According to the authors, investing in a school’s social capital will also increase the human capital of the school; this idea will not work in reverse order, by the way. 

In the end, the authors state that 40% of teachers in the United States are ‘disheartened’ with their jobs (6) and the only way to create dedicated, creative, and dynamic teachers is to invest in the social capital of the school.  While professional capital is comprised of human, social, and decisional capital, the relationships and interactions among teachers and between teachers and administrators is a key component to creating a healthy school. 

Nintendo Lit: Gatsby and Tom Sawyer

As my students gear up to watch the new adaptation of Fitzgerald's The Great Gatsby, I can't help but think about the many wonderful adaptations that have been created from great works of literature.  In doing some research, I found a New York Times article titled "Nintendo Lit: Gatsby and Tom Sawyer" that highlights some of the fun people have with great literature. 

As a teacher, it's a common exercise in my class to have my students create videos or live action dramatizations of scenes from novels, but I have not attempted a video game adaptation.  Ironically, I still own an original Nintendo and I actually have The Adventures of Tom Sawyer video game.  It's not as good as the book! 

Check out these short game play videos for The Adventures of Tom Sawyer and The Great Gatsby.  Are they faithful adaptations?  What great works of literature do you think could be adapted into great video games? 

 

The Transformation of Jay Gatsby – A Common Core Approach

Over the last several weeks, my students have been working through Fitzgerald’s The Great Gatsby.  With such intimate writing and attention to detail, Fitzgerald is still able to capture the attention of sixteen year old students.  In this lesson, students are using the text to identify the transformation of James Gatz to the wealthy Jay Gatsby.  With help from their classmates, students are analyzing how complex characters develop over the course of a text, interact with other characters, and advance the plot or theme (RL.10.3).

Using the attached template, students review chapters 6-7 and identify major events, places, and people that make up the life history of James Gatz.  After identifying those aspects, students use passages from the text that identify how the character has developed over the course of his life.  For example, “Then he drifted back [from St. Olaf College] to Lake Superior…still searching for something to do” (Great Gatsby – 105) depicts James Gatz dropping out of college to return to his previous job as a fisherman and clam digger. 

This is the beginning of the transformation from James Gatz to the wealthy Jay Gatsby.  From this point, students will identify how this complex character changes over the course of his life.

When finished with the individual/small group exercise, students use the template to determine the most important quotes/passages.  As a class, students must work together to create the Transformation Timeline (picture attached).  With only ten passages, students must work together to determine which quotes are most essential and how to organize them on the time line. 

At the end of the lesson, students understand the transformation of Jay Gatsby.  Using the text to drive analysis, students will have analyzed how this complex character developed and learned about the motivation that drives the rest of the story. 

Helpful Text: The Great Gatsby in the Classroom: Searching for the American Dream by David Dowling. 

PARCC Accommodations for SWD and ELL Students

PARCC has recently released its draft of accommodations available for students with disabilities and English language learners.  Understanding that the document is still in DRAFT form, it may still be necessary to examine the language that will set the ground work for the future final draft. 

Below are a few pros and cons that I’ve extracted from this initial draft.  Keep in mind that I am applying this information to my own school and the unique population of students that I see every day. 

Pros

·         Allows for multiply interventions to be used with any student who needs accommodations (i.e. Braille, videos, and audio)

·         Uses buzz words such as Embedded Supports, Accessibility Features,  Response Interventions and “Special Access” Accommodations

·         Accommodations for ELL students are selected by teachers and administrators within the school

·         Paper and pencil test versions are available for students

Con’s

·         This document dictates certain requirements that must be included on a 504 plan or an IEP (i.e. time of day the test must be taken – Fact Sheet SWD3)

·         PARCC Consortium is dictating the definition of English Language Learner and how student are classified as ELL

·         PARCC Consortium is creating common methods for equating English proficiency performance levels

·         Students who get district support as ELL but are not officially classified by PARCC as ELL will not be allowed to use any accommodations

·         Accommodations used by ELL students must be “tried out” in regular classroom instruction and their effectiveness documented before taking the PARCC assessment

·         PARCC does not address difficulties that ELL students and IEP students may have in navigating the technology required to take the assessment

At first glance, it seems ELL students will be affected greatly.  If the test designers get to dictate who is and isn’t proficient and dictate who is and isn’t allowed to use accommodations, students who may need accommodations but do not fit their criteria may not be successful. 

Additionally, this draft of accommodations puts a new, heavier burden on intervention specialists and ELL teachers to document accommodations on IEPs and 504 plans.  It is difficult to understand that test makers are dictating the information that should be required on a student’s IEP or 504 plan when this kind of assessment should come organically from the teacher and classroom assessments. 

While there is still much to be discovered with these new accommodations, I predict that there will much controversy before the final draft is revealed.  I’m keeping my fingers crossed that my ELL and IEP students will be thoughtfully considered as the PARCC consortium continues their work. 

Let me know your thoughts on this new document! 

To read the draft, go to: http://www.parcconline.org/sites/parcc/files/PARCCDraftAccommodationsManualforSWDEL.pdf

Teaching Literary Terms through Games

Bioshock: Infinite, the latest game from Ken Levine and the creative team at Irrational Games, has redefined a seemingly stale video game genre.  Amassing numerous awards before its release, Infinite has received positive public and critical praise after its release for its striking visuals, innovative game play, and engaging narrative.  In my time with the game, however, I found so much more.

While teaching literary terms like metaphor and symbolism is necessary in any English classroom, getting students to remember and apply those terms is sometimes difficult.  When I review these kinds of terms in class, I am usually met with eye rolls and deep sighs, but when test time comes my students sometimes miss the boat.  Video games are another avenue to explore when teaching these types of literary terms. 

In one of the opening sequences of Bioshock: Infinite, the player character finds himself walking down a path of knee high water to a group of citizens waiting to be baptized.  As the player character emerges from behind, it is striking to see the visual metaphor at work. 

Water, in this sequence, is symbolic of rebirth and life.  The player character wades through this water before he can enter the glowing city of Columbia.    Taking on the role of the player character, players are drawn to believe that they too are being reborn and emerging into this new world. 

Another example of the symbolism that emerges in the game can be seen shortly after rescuing Elizabeth from her ominous tower.  Once rescued, she provides you with a choice: choose which necklace she should wear during the game. 

Choosing either the cage or the bird for Elizabeth to wear has significant meaning for the rest of the game.  Each pendant is symbolic of a different stage of development for Elizabeth that is revealed at the end of the game. 

While these are only two examples of how visual metaphor and symbolism can be taught using video games, and this is certainly only one game that can be explored, many video games use similar visual metaphors and symbolism to carry players through their narratives.  Much like in traditional literature where metaphor and symbolism are important for readers to reach the meaning behind the words, game writers and designers want the player to experience the same depth behind their words. 

For more information about using video games in the classroom, stay tuned to www.teachingtolead.blogspot.com

Career Passport Project 2.0!

Last summer Jessica Stringer, an Avon Local Schools Guidance Counselor, and I worked with refugee students to provide opportunities for career and academic advancement.  Our Career Passport Project allowed refugee students in the Lakewood City Schools to investigate career options and post-secondary academic options that may be available to them upon graduation from Lakewood High School.  

In partnership with ASIAInc. and many local service organizations and businesses, the students had a summer full of learning and field trips.  However, now is the time to begin thinking about another summer of fun.  Career Passport 2.0!

If you would like to be a part of the Career Passport 2.0 summer project, please don't hesitate to contact me.  The planning stages are just beginning.  Take a look at our website below for more information.

www.careerpassportproject.weebly.com

Thanks!

The Great Gatsby...video game?

With OGTs in full swing, I only see my sophomore American Literature students for a total of one hour this week.  For most teachers, this is a nightmare for planning thoughtful lessons that engage students.  Moreover, I see my students at the end of the day after their brains are exhausted from a full day of testing.

So what do I do?

As my classes have just started entering the world of Fiztgerald's excellent novel, we decided to have a little bit of old school, 8-bit fun!

While the game looks a bit outdated, it is certainly a way to liven up my students at the end of a long day of testing and still give them an opportunity to enter into the novel world.  For students who finish the game, I think I'll give a little extra credit.  As long as they write a review and discuss it's similarities and differences to the novel of course!

Are We Truly Ready For The Common Core?

Are We Truly Ready for the Common Core?

In a recent Education Week article, Math and Science teachers were surveyed to highlight their preparedness for the implementation of the Common Core.  Overwhelmingly the teachers surveyed cited a “mismatch seen in classroom practice and standards.”  Over the last month, I’ve had an opportunity to meet with English teachers from neighboring school districts to discuss the Common Core and how each of our districts is handling the transition from outdated standards to standards that raise expectations in every classroom. 

While all of us agree that the Common Core presents a very new set of challenges for teachers, we discovered that there is still much work to be done.  So how do we know when we are truly ready for the Common Core? 

Here are my thoughts:

·         Common Language – When a school’s students and teachers are speaking the language of the Common Core, chances are they understand the rigor behind it.  Deeply examining the Common Core and understanding the expectations embedded within are fundamental steps in this transition process.

·         Assessments – When teachers have prepared assessments that reflect the rigorous expectations of the common core, chances are that they are thinking with backward design in mind.  An assessment aligned with the Common Core must reflect the standard(s) that are being addressed.  The standard shouldn’t just be tacked on as an afterthought. 

·         Collaboration – When teachers are collaborating and sharing lessons, assessments, and strategies that reflect the common core, chances are they understand how to meet the expectations that the Common Core sets for students. 

In the end, every teacher will need to look deeply at his/her instructional practices to determine if changes truly need to be made.  One thing is for sure, good teaching is good teaching.  If the wheel is turning smoothly, there is no reason to reinvent it!  However, the Common Core asks much more from our students than ever before.  Administrators and teachers must work together to be sure our students are ready to tackle the rigorous expectations. 

The Metagame! Teaching Argument and Debate

I'll be presenting the Metagame as a tool to teach argument and debate in the English/Language Arts classroom at the Ohio Educational Technology Conference on Tuesday.  Below is a little bit about the game and how I've used it in my classroom.  

The Metagame is a card game where students can create arguments around specific questions in connection to specific video games.  In my classroom, I posted our daily Metagame video game cards and question card in a Moodle forum and students created their arguments.  Additionally, students were required to respond to a classmate's post.  For our in-class sessions, students went head-to-head and presented their arguments in front of the class.  This was an excellent teaching tool to focus on creating clear arguments and responding to other perspectives.

Watch the video below to get a good idea of what the game looks like and how to play the Metagame! 

The Metagame was designed by @localno12 and is available on Amazon.com.  Expansion deck #1 is also available now! 

Teaching With Games - Resource Page

Attached is the resource page I will be providing at the upcoming Ohio Educational Technology Conference in Columbus, Ohio.  I hope it is useful for those educators who are just getting started using games in the classroom and want some place to begin their research and planning.   

ESRB Ratings:

To learn more about the Entertainment Software Ratings Board and the ratings they give to popular video games, go to www.esrb.org.  There you will find detailed information on how games are rated, what each rating means, and lists of popular PS3, Xbox 360, Wii, and PC games and their ratings. 

Online Resources:

The websites below offer excellent information about games, the gaming industry, and current gaming trends.  Each of the sites below also provides great weekly podcasts discussing current information about gaming. 

www.gameinformer.com

www.ign.com

www.gamespot.com

www.joystiq.com

Print Resources:

Most of the books below can be found on Amazon.com for less than ten dollars!  It is worth the time to consider a few of these titles if you plan to use video games as a teaching tool in your classroom.

Bissell, Tom. Extra Lives: Why Video Games Matter.  New York: Pantheon Books, 2010. 

*Chatfield, Tom.  Fun Inc.: Why Gaming Will Dominate the 21^st Century. New York: Pegasus Books, 2010.

*Gee, J.P. What Video Games Have To Teach Us About Learning and Literacy. New York: Palgrave

                Macmillan, 2003.

*Hutchison, David. Playing to Learn. Connecticut: Teacher Ideas Press, 2007. 

Kent, Steven L. The Ultimate History of Video Games. New York: The Rivers Press, 2001.

Krawczyk and Novak. Game Development Essentials: Game Story and Character Development.

McGonigal, Jane.  Reality is Broken: Why Games Make Us Better and How They Can Change The

               

                World. New York: The Penguin Press, 2012.

Melissinos, Chris. The Art of Video Games: From Pac-Man to Mass Effect. New York:

               

                Welcome Books, 2012. 

Poole, Steven.  Trigger Happy: The Inner Life of Video Games. London: Fourth Estate, 2000.

*Prensky, Marc. Don’t Bother Me Mom—I’m Learning! Minnesota: Paragon House, 2006

*Sheldon, Lee. Character Development and Storytelling for Games. Boston: Cengage Learning, 2004

Simpson, Elizabeth S.  “Evolution in the Classroom: What Teachers Need to Know About the Video

                Game Generation.”  Tech Trends: Vol. 49, Number 5. (2005).

Squire, Kurt. “Changing the Game: What Happens When Video Games Enter the Classroom?” Journal of

                Online Education: Vol. 1, Issue 6.  Aug/Sept 2005.

Games:

Below is a list of some of the games that I used in the Great Literature/Great Games course.  Be sure to check the ESRB ratings before using any games in your classroom. 

Bioshock (Xbox 360/PS3)

Skyrim (Xbox 360/PS3)

Call of Duty: World at War (Xbox 360/PS3)

Mass Effect 2 (Xbox 360/PS3)

Heavy Rain (PS3)

Red Dead Redemption (Xbox 360/PS3)

Fallout 3 (Xbox 360/PS3)

I am Alive (PS3/Xbox 360)

Lost in Shadows (Wii)

Fragile Dreams: Farewell Ruins of the Moon (Wii)

Journey (PS3)

Flower (PS3)

The Unfinished Swan (PS3/Xbox 360)

Metagame: The Game Debate Game (Card game available on Amazon.com through Local No. 12)

Journey (PS3) - Lesson Ideas

In preparation for the upcoming eTech Conference in Columbus, Ohio, I will be posting lesson ideas and information for various games that will be discussed at the conference.  Enjoy! 

Journey (PS3)

“An exotic adventure with a more serious tone, Journey presents a unique vision of an online adventure experience. Awakening in an unknown world, the player walks, glides, and flies through a vast and awe-inspiring landscape, while discovering the history of an ancient, mysterious civilization along the way. Journey's innovative approach to online play encourages players to explore this environment with strangers who cross their path from time to time. By traveling together, they can re-shape the experience -- creating authentic moments they will remember and discuss with others”(www.ign.com).

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Argumentative/Persuasive Writing

Common Core Standard: (W.11-12.1) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Lesson: In March 2012, the Smithsonian opened an exhibit called “The Art of Video Games.”  Journey, a game featured in this exhibit, is as beautiful as it is engaging. To focus on persuasive/argumentative writing, students can, after playing the game, debate whether or not Journey should be considered art.  Students may need work through a definition of art before considering this topic, but should be able to pull evidence from the game to support their arguments. 

Citing the game’s visuals, game play, immersion, etc., students can write/create/present their arguments answering the question: Is this game art? 

Teacher Resources: The Art of Video Games: From Pac-Man to Mass Effect by Chris Melissinos and Patrick O’Rourke

Narrative Writing

Common Core Standard: (W.11-12.3) Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Lesson: Unlike literature and most games, dialogue in Journey is limited to short sounds emitted by the player character and the occasional symbol found in the game world.  From the point of view of your character, write a narrative that tells your character’s story in one level of the game.  Provide a voice to your character by providing dialogue between your character and another character in the story.  (You could even break your class into small groups to create stories for each level of the game then combine the story for a collaborative writing assignment.) 

Teacher Resource: Character Development and Storytelling for Games by Lee Sheldon

Informative Writing:

Common Core Standard: (W.11-12.2) Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Lesson: After playing Journey, students should play through the game again with a critical eye to create (written or digital) a strategy or walkthrough guide for other players who are seeking to make the most of their experience playing this game.  While walkthroughs are very prevalent on Youtube and other gaming sites, students can create their own guides that reflect their experiences.   Previewing some of these guides before writing is a useful strategy to help students frame their own writing. 

Teacher Resources: Playing to Learn: Video Games in the Classroom by David Hutchison

My RULES For Using Games in the Classroom

With so much discussion lately about President Obama's sweeping reforms to existing gun legislation, especially the mention of discourse around violent video games, I felt it appropriate to address some of the "common sense" rules that I use when deciding to use a video game in my classroom. 

To be clear, these rules are my rules and only apply to my classroom.  While they may be applicable to other classrooms, they can provide a framework or guide for you to create your own rules. 

1. Understand and follow the ESRB! - The Electronics Software Ratings Board goes to great lengths to rate video games for appropriate age levels.  Understanding these ratings and the ratings process will help you create a list of games appropriate for your classroom.  Go to www.esrb.org for more information.  
2. Tied to the Common Core! - Using video games are a great way to engage students, but the game must be tied to the standards you are teaching in your class.  Choosing a video game to fill time or as an easy reward will diminish the impact the game could actually have on your students' learning. 
3. Research Appropriate Games! - If you haven't played a game, don't use it in your class!  Research games you plan to use before actually using them in class.  Watch walkthroughs of the game on YouTube or read reviews from several different websites. Gathering information about the game will only help you to prepare lessons for that game in your classroom. 
4. Listen to your students! - If your students are discussing a game, take note.  More often than not you will find that the students can help you create lessons around a game.  Minecraft is a good example of this.  Ask students what they know about a game then research it on your own to determine if it is appropriate for use in your class. 
5. Correspond with Parents! - In light of the recent controversy surrounding violence in the media and video games, it is appropriate to explain to parents why you are using a game in class and to explain your plans, the standards you address, and the outcomes of the lessons. 

Using video games as learning tools can engage students and create a learning environment that is not only academically rigorous but also fun.  Following the rules above will help teachers to make educated decisions about using video games as learning tools.  It's important to remember that the majority of video games on the market are not violent and do not fall into the Mature category.  It's up to the teacher to discover the appropriate games to engage students.