Task Two

8/9/2019

Read Chapters 3, 4, and 5, on design components around Inquiry, Game Design, and Network Design.

Note that the authors specifically addressed these three elements as major components of Contemporary Learning. Please respond to the following and remember to comment on one or more of the other participant's responses.

What is resonating the most with you across these three chapters?
What questions do you have as a result of reading these three chapters?
What roadblocks do you foresee in the implementation of these ideas?
How might you get over those roadblocks?

3 Comments

Kate

8/9/2019 04:48:29 pm

What is resonating the most with you across these three chapters?

The power of using games to build and reinforce skills is what is sticking with me most. Last year, I collected a ton of games related to literacy and planned to use them on Fridays. For whatever reason, this plan went by the wayside. I worried that admins would think games are not the best use of instructional time. But, chapter 4 reminded me of their important place in the classroom. One of the best teaching days was when my students did an escape room game that I created based on a novel we were reading in class. I was able to pull in media clips about the author and a task that forced them to really listen to his interview on late night TV. Other tasks included deeper analysis of poems from the novel, figurative language study, and exploring other novels by the author. The really cool part was after the initial planning and setting up, I didn’t have to say much; I could take it all in and observe and guide as needed.

What questions do you have as a result of reading these three chapters?

My question is - what does questing look like in a remedial reading classroom? I can imagine what it may look like when we read whole-class novels, but I am trying to picture how it would look when we have our independent reading unit.

What roadblocks do you foresee in the implementation of these ideas?

I think the most difficult thing is teaching teens digital media literacy skills. My students know how to use social media and internet searches for entertainment and communicating with friends, but I think I have vastly underestimated their ability to use them for academic purposes.

How might you get over those roadblocks?

As noted in chapter 5, students need a lot of guidance and practice with evaluating sources and giving credit when using information that is not their own.

MIKE FISHER

8/9/2019 05:50:01 pm

Kate,

For Remedial Reading, having all of the elements isn't necessary for a quality quest. Any one of them or any combination of them is appropriate. In an upcoming task, you're going to see some game design lenses in particular that you could apply to your current curriculum and think about how to move in a questing direction. The big features of quest-based learning have to do with giving students more autonomy in the choices they have and the decisions they make, and teachers need to think about how they can loosen the design parameters that offer opportunities for students to discover and explore.

kimm

9/2/2019 06:50:52 am

The Game Design Chapter resonated with me. I think learning through games is very engaging for students. It brings out their competitive side and increases interest, focus, and meaning when learning the task at hand. Games can also be used to teach students how to cooperate and properly compete with others. This skill is most important when attending college or getting a job. I liked the idea of allowing time for students to reflect on and discuss the game. Reflection time is an important trait to learn because it allows for the person to learn about themselves and to grow and improve as a person.

A question or concern I would have about these chapters is how would administrators, other teachers, parents, and the community feel about using games and social media/networking in the classroom?

Roadblocks I foresee in implementation of these ideas are making sure and being responsible for the appropriateness of the games, making sure to get proper approval from administration and parents, and maintaining student focus on purpose of the game. Also, the cost of the equipment, devices, and licensing of gaming material. With social networking security of personal information and site access.

Ways I might try to get over these roadblocks are making sure to discuss my ideas and purpose of using games and social media with my students. Always get permission and follow protocol and the suggestions of the administrators. Make sure to be in contact with the parents to make sure they are aware of what you are using and why. Make sure to address any questions of concerns parents may have immediately. Instead of actually playing the game in class make reference to it to instill a concept and focus.

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