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Teaching with Immersive Gaming CPD 3

Teaching with Immersive Gaming CPD 3

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Teaching with Immersive Gaming CPD 3

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  1. Teaching with Immersive Gaming CPD 3 Designing your own resources and Twigging in Practice

  2. Aims of the Session Learning to: • Prepare own resources: tips on question types, do’s and don’ts • How to TWIG: some hints about practice in the classroom

  3. Designing own resources • Different structures for twigging, e.g. • Slides interleave info re: learning content with gaming rounds • Presenting students with paper-based info, slides present gaming rounds • All require designing questions and developing new twig slides with your own content

  4. Twig slides with your own content • To get started, download the twig template slide on the NEnet web-site. • Save it (“Save as”) under the filename of your choice • Copy and paste the slide to produce at least as many slides as you might need

  5. Add your own learning content • Never delete any part of the twigging tools • For a slide of learning content, cover the twigging tools with a square drawn using Powerpoint drawing tool (white - or any other colour) and add as much stuff as you want (images, video, sound files) on top of this square.

  6. Add your own gaming rounds • Never delete any part of the twigging tools • Only replace “Question?”, with your question, and each “alternative” with your alternatives. • Add as much stuff as you want (images included) but avoid video, sound filesand animations on gaming round slides. Add them to learning content instead

  7. Preparing own resources • MCQ’s

  8. MCQ’s support (almost) all levels

  9. Remembering Which king signed the Magna Carta in 1215? • Richard II • Henry I • John • Henry IV Recalling facts and information

  10. Understanding Alliteration means • The repetition of similar vowel sounds • The repetition of the same consonant • The repetition of the same rhythm • The repetition of the same metaphor This includes understanding the meaning of information, demonstrated by restating it in other ways, or by interpreting, explaining or summarising the information.

  11. Applying This involves applying rules, methods and principles to new problems or situations (e.g. classifying) When petroleum burns, this type of reaction can be called: • Exothermic • Metathermic • Endothermic • Electrolytic Which of the following is correct: • It’s on the dogs’ leg • Its on the dogs’ leg • It’s on the dog’s leg • Its on the dog’s leg

  12. Analysing Identifying the organization and patterns within a system, examining and breaking up information, sometime to identify causes or trends. Which is true? • More rain fell on Thursdays than Saturdays • More rain fell in Week 1 than Week 3 • More rain fell on Sunday than Thursday • More rain fell in Week 2 than fell in Week 1 and 3 together

  13. Analysing In “Romeo and Juliet”, how might the relationship between the Friar and Romeo be characterised? • A close friend to Romeo, but unreliable. • A restraining influence on Romeo, but accidentally contributes to his death • A bad influence who does not care about Romeo and contributes to his death • An untrustworthy person who Romeo mistakes as a friend.

  14. Evaluating Evaluating means use evidence & reasoned argument to make judgements about information, often against criteria. Stackable chairs are best made out of: • Acrylic • HDPE • Expanded polystyrene • Polystyrene

  15. Gaming Rounds Double or quits • Allowing students with correct answers to game points, winning double or zero with a 50:50 chance • However, students indicate whether gaming BEFORE the answer announced - anticipation of uncertain reward improves engagement when teacher announcing/explaining answers • It is also possible to extend the feature by repeating it. Individual challenges • Individual teams can be randomly selected for special challenges. Challenges with high rewards but less probable success provide plenty of excitement Golden Opportunities • This is the standard challenge for an individual team. Having been randomly selected, one team has the chance to pass a tricky learning challenge and win a large number of points. Give-away round • As golden opportunity, but selected team must give away winnings (if any) to another team (nominated before they see the question). Lucky Color • Just pick a colour and gain points if comes up

  16. Creating and communicating Creating • Creating can include new connections, patterns, perspectives or outcomes. Ask individual/team to generate own examples (with the rest of the class assessing quality and/or ready to challenge). Points for some pre-defined number (e.g. Can you think of 3 metaphors for love in 30 seconds? 4 reasons in 45 seconds for you not wanting to live in the dark ages?) Debating Round • Present a subjective opinion (e.g. “commas are useful”). Selected team puts their views forward as why correct, another puts an opposing view. Teams selecting the most popular option win - a good round for generating and assessing skills relating to discussion and argument. Persuader Round • Similar to the debating round, but the statement either correct or not (e.g. adverbs usually end with “ly”). As before, the teams who put forward opinions win points by being the most popular. Everyone must be correct in order to win. This round makes teams putting forward their arguments more devious (maybe blatant lies) and the others think critically and sceptically (rather than just striving to be one of the majority)