Flipping Google+ the Bird

Brad A. HenryEduTechnologic, llcThe Ohio State University

Overview Define games Briefly discuss learning Play a game Discussion

Exploration into how games have been effectively integrated into curriculum

Games Defined Sacrifice reality for entertainment Conflict or challenge Rules of engagement Particular goals and sub-goals Continuous feed-back Focus on Rules Compelling Storyline/Quest

(Tobias and Fletcher, 2010)

Active and Deep Learning Level of Behavioral Activity

Level of Cognitive ActivityLow High

    Low

    High

Ineffective passive instruction: Does not

foster meaningful learning outcome

(Low B/Low C)

Effective passive instruction: Fosters

meaningful outcome(Low B/ High C)

Ineffective active instruction: Does not

foster meaningful learning outcome

(High B/Low C)

Effective active instruction: Fosters

meaningful outcome(High B/High C)

Two kinds of active

learning

(Mayer, 2001; Wittrock, 1989).

Instructional Support You need to provide minimal guidance

Explanations Feedback Help Modeling Scaffolding Procedural direction

(Wise & O’Neil, 2009, Tobias, 1982, 2009)

1. Make the task easy

2. Show Don’t Tell

3. Give useful and immediate feedback

4. Make it easy to recover from failure

5. Complicate the task gradually Each level gradually becomes more

complicated. Reinforcing objective through

scaffolding. Building expertise.

What’s Missing The pedagogy.

The objective(s) that connects to lesson to engage the learner and promoting higher order thinking, i.e. Deep Learning.

Transfer Games alone may not be an effective

method for instruction. Supplement course materials and

classroom activities with games Identify intrinsic and extrinsic

motivators

Flip the Classroom Offline

Google+/Simulator/Angry Birds 1. Watch Video 2. Test, play, fail, repeat 3. Reflect 4. Share & interact

In Class Group Lesson

5. Construct 6. Share 7. Reflect

Task 1. Play/Construct/Engage (5 minutes)

Using your bag of goodies, and prior knowledge, each group is going to construct a catapult

2. Test/Fail/Revise/Repeat (5 minutes) Using your target, test your catapult and measure

your distance (Guesstimate) 3. Process Deeper Knowledge (2 Minutes)

Define you type of lever (1st, 2nd 3rd Type lever) 4. Demonstrate (15 minutes)

Each group will state their type of lever and make one attempt to demonstrate their catapult.

5. Homework Reflect by sharing your experience in Google+

What do teachers need to know? Do not get distracted by the bells and

whistles. Planning is important. Understanding multiple literacies is critical. What works in the context of a classroom

does not translate to a virtual environment. Blended Learning, Experiential, Discovery,

PBL/Activity, peer interactive.

Using Angry Birds to teach math, history and science

Primary Math: positional math language (above, below, left, right, bottom, biggest, smallest), measurement (distance), angles, shapes

Intermediate Math: parabolas, velocity, angels, trajectory, acceleration, quadratic formulas

Science: simple machines (lever), mechanics, force, energy, velocity/speed

History: history of the catapult, changes made to catapult technology throughout history, modern-day inventions that use this technology

Music: Tie in with history, what music was popular in the middle ages when catapults were invented (give students a feel for the culture of the time).

Art: Tie in with history, what era of art was happening during the middle ages when catapults were invented (give students a feel for the culture of the time).

Language Arts: reflection writing, reading text for information (non-fiction books and websites)

Learning: application of Angry Birds on students as learners, application of building a catapult on students as learners (I can’t claim this one it was all @stumpteacher with this blog post).

Guiding Questions What makes the catapult more accurate? What makes the bird go the furthest? Does mass affect the results? How do objects move? How do we calculate motion? What is acceleration? What is speed? What are some forces that act on objects in

motion? How did the catapult set the marshmallow in

motion? Which challenge did your catapult meet best,

accuracy or distance?

Examples http://blog.mrmeyer.com/?p=9797 http

://www.wired.com/wiredscience/2010/10/physics-of-angry-birds/

Open publication – Free publishing – More angry birds

References for presentation Upon Request Recommended Readings

Epistemic Games http://epistemicgames.org/eg/ Incognito – David Eagleman Computer Games and Instruction Tobias and Fletcher Education Psychology – Anita Woolfolk-Hoy Multimedia Learning – Richard Mayer