Games and Learning: An example…

Describe a part of this week’s readings/viewings that surprised you and explain why:

Part of this weeks learning which surprised me was that video games can be useful in learning, I have always felt they are a big distraction. Specifically when Gabe Zichermann talked about the game by Sid Meier, “Civilization” which I have plated before. I never thought of the educational aspects of this game until that moment. In the game you get to choose a historical figure, for example Queen Isabella of Spain. The player leads a civilization from prehistoric times into the future on a  generated map, achieving one of a number of different victory conditions through research, exploration, diplomacy, expansion, economic development, government and military conquest.

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(Isabella I was the Queen of Castile and Leon for 30 years, and with her husband Ferdinand, laid the groundwork for the consolidation of Spain. For her role in the Spanish unification, patronage of Columbus’ voyages to America, and ending of the Reconquista (Recapturing) of the Iberian Peninsula, Isabella is regarded as one of the most beloved and important monarchs in the Spanish crown.)

This is a game that is all about learning. A player has to stratgize, learn about economics, and use diplomacy.

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This is one of the three question blog posts

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United Nations Statistics on Education

   The United Nations are working to transform the world by 2030, one of their goals is improving education worldwide.


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The goal of a quality education is considered by most the one issue that would make an immense difference in people’s lives. Education is the one thing in life that will always open a person to more opportunities and experiences. Education is an investment that always gives back tenfold. Some of the statistics about education are:

121 million children and adolescents have never started school or have dropped out, there are 781 million illiterate adults, and 1.4 million new primary teachers were needed in 2015 and over 3.4 million more will be needed by 2030. 

These files open info graphics on education statistics: lifelong quality equity inclusive

 

Bloom’s Taxonomy of Learning Domains

Each level of Bloom’s Taxonomy is important to education. My content area would be Secondary English Education but with any subject this taxonomy is a good guideline for teaching lessons.

There are six levels in Bloom’s Taxonomy:

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These levels signify cognitive objectives. In the classroom specifically teaching high school English there are many ways this can be implemented.

  • The base is knowledge, in this area I’d give the students the fundamentals. For example if we were about to read an excerpt of Mary Shelley’s Frankenstein, I’d provide them with background on the author and the time period it was written and some of the social dynamics that influenced her to create Dr. Frankenstein and his monster.
  • The second level is comprehension, I would have the class read an excerpt from Frankenstein as a group and take notes on specific questions. Such as.. How does Victor react when his creation comes to life? Explain your feelings about his reaction to his creation. Were you surprised? Why or why not? Depending which excerpt the class reads questions may change.
  • The third level in Bloom’s Taxonomy is application. I would have students take the time to apply the large themes of the literature to current times. Some of the themes are the dangers of ruthless pursuit of knowledge, the natural world and it’s influences on experiences, and monstrosity.
  • Analysis is the fourth level and let students analyze a scene between the monster and his creator Dr. Frankenstein. Specifically for an example now, Chapter 10 were the monster pleads with Frankenstein for a chance to explain his feelings of his creation. They would compare and contrast the two characters in the form of a chart or small written essay using textual evidence.
  • Synthesis is where you put things together, in the classroom this would be a final overview of the content. I’d pass out a notes page for students to fill out before continuing on to evaluate them.
  • Lastly there is evaluation. In this area of teaching Frankenstein I would have students tested. The test or assignment would require them to recall information on the author and text. Including a comprehension constructed response question on how in today’s time the story of Frankenstein still parallels with the views on science and other constructs. I would ask them to pull a current issue where science and society collides.

HOW TO FORM QUESTIONS TO ENSURE HIGHER ORDER THINKING http://svesd.net/files/DOK_Question_Stems.pdf

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It can be used as a teacher or as a student. I would pair this with Bloom’s Taxonomy.

SOURCES:

http://www.nwlink.com/~donclark/hrd/bloom.html

http://teachnology.pbworks.com/f/Bloom%5C’s+Taxonomy+Blooms+Digitally.pdf

http://literature.org/authors/shelley-mary/frankenstein/

Questions about being a teacher…

After reading: Transforming Learning through 21st Century Skills (Taylor & Fratto) Chapter 1

1. Why did I choose teaching as a career?

I want to be a teacher because I’ve been a student. The world needs teachers; students need GOOD teachers. Teachers don’t only provide the education we need to succeed but they also build our self-confidence and give us the outside support and realism we have to have to make our own decisions in the future. School gives students a community which they need at their different age levels and the teachers within the schools give each individual student all the things they need from history, science, math, and English to things students didn’t know they needed. For example I had a teacher who went outside the curriculum and taught the class tolerance, she took the time to address the class and our feelings about current concepts in the world. She showed us that we could disagree with something but still be tolerant and kind, she gave us an important life lesson that day. It was information I never thought of or thought I needed. Teachers build our fundamentals and go beyond that by letting us know that through education anything is possible. They teach hope. I want to be a teacher because I know how much they do, I have had several teachers in my lifetime that have influenced my life and made me who I am today. Without my teachers I would not be on the same path I am today. I want to give back, I want to do what my teachers did for me which was letting me grow and learn not only inside the curriculum but also outside as the creative and happy person I could be and am today. I would like to build students with fundamentals they need not only in school but life. I want to make the world a better place by giving students the same opportunity to learn a love of education as I have had.

4. What passion, expertise, and skills do I have that will create change in my classroom and in my school?

There are many things that make up a good teacher and I hope to learn them as I go through school. Some of the things I which make me feel that I could be an extraordinary teacher is that I am humorous, generous, hard-working, ethical, artistic, adaptable, optimistic, and conscientious. Also I always try to help others and be a reliable person. Once in a classroom these parts of my personality will hopefully make students and coworkers feel like they can count on me to do the best. I am passionate about all things I do and with luck I know I can influence students to give their 100% in everything they do and be proud of their achievements in learning.