Parkworld Plot

VELS Domain: Science

VELS Dimension: Science knowledge and understanding

VELS Level: 4

URL: http://www.engineeringinteract.org/resources/parkworldplot.htm

 

Parkworld Plot is a game with a number of stages, each of which introduces students to basic concepts in physics, players then need to draw on these learned concepts to solve the “plot” at the conclusion of the game. An ambitious activity, it covers many concepts and employs correct scientific terminology and encourages students to apply the terminology to relevant situations. Student use of terminology, rather than simply exposure, leads to far deeper understanding of those terms for students (Dockrell, Braisby and Best, 2007).

The negative side to this activity is that it takes a while to complete, and you can’t save your progress – teachers may need to set aside a good amount of time for students to complete this as if they run out of time it might lead to them feeling less able than their peers. Self-stereotypes significantly impact on student motivation and approach to learning, as asserted by Seibt and Forster (2004), and not being able to complete this task in the allocated period could negatively impact students self-image. The importance of developing understanding of scientific concepts in conjunction with being exposed to the correct terminology is highlighted in the study by Dockrell, Braisby and Best (2007). 

References 

Dockrell, J.E., Braisby, N., & Best, R.M. (2007). Children’s acquisition of science terms: Simple exposure is insufficient. Learning and Instruction, 17(6), 577-594. doi: doi:10.1016/j.learninstruc.2007.09.005

Seibt, B. & Forster, J. (2004). Stereotype Threat and Performance: How Self-Stereotypes Infuence Processing by Inducing Regulatory Foci. Journal of Personality and Social Psychology, 87(1), 38-56. doi: 10.1037/0022-3514.87.1.38

How Tall?

VELS Domain: Mathematics

VELS Dimension: Measurement, Chance and Data

VELS Level: 1

URL: http://pbskids.org/curiousgeorge/games/how_tall/how_tall.html

This is a fun game with a recognisable character which introduces and demonstrates the concept of using a unit of measurement. The commercialised character aspect could prove a little distracting, but the activity has a wealth of variety in both the object being measured and the object used as the unit of measurement. The “endless cycle” nature is beneficial as it can be used quickly by those who already understand the concept, as a reinforcer, or for an extended period – or multiple times – by students who need a little more time to explore and deeply understand the concept.

This activity requires complementary activities with physical models – such as blocks. As Manches, O’Malley and Benford (2010) explore, the adaptability of physical models to children’s own ways of understanding is critical to the development of concepts for students, but virtual models provide an importantly constrained environment to guide students to the desired understanding in case they are off track.  

References

Maches, A., O’Malley, C., & Benford, S. (2010). The role of physical representations in solving number problems: A comparison of young children’s use of physical and virtual materials.  Computers & Education, 54(3), 622-640. doi:10.1016/j.compedu.2009.09.023

Fingerspelling Practice

VELS Domain: LOTE

VELS Dimension: Communicating in a LOTE

VELS Level: 3

URL: http://www.auslan.org.au/spell/practice.html

The official Auslan site has clear demonstrations of all signs, including fingerspelling and word signs, and this self-test of reading words as they are fingerspelled in the video. This activity corresponds precisely to the VELS progression point example for Auslan learners at Level 3. This, along with the enormous range of words that are spelled makes it a highly appropriate and beneficial for students learning Auslan. It is self contained and you can quickly navigate around the dictionary and grammar guides if students wish to refer to them.

The primary difficulty with this activity is that the words that are spelled out are not always words that students at this level would be familiar with, or contain spelling patterns that have not yet been covered at that level. However, students could note down the letters of every word, even those they were unfamiliar with, and research any words they were not familiar with or confused about the pronunciation of. This type of cross-curriculum benefit is a regularly promoted positive aspect of second language learning, as discussed by Taylor and Lafayette (2010).

References
Taylor, C., & Lafayette, R. (2010). Academic achievement through FLES: A Case for promoting greater access to foreign language study among young learners. Modern Language Journal, 94(1), 22-42. DOI: 10.1111/j.1540-4781.2009.00981.x

A Maze

VELS Domain: Humanities

VELS Dimension: Humanities Skills

VELS Level: 2

URL: http://www.ngfl-cymru.org.uk/vtc/20050301/Geography/Keystage2/direction/northsout/introduct/MainSession.htm

This is the main game in a series of three games – it is preceded by a familiarising compass labelling activity, and is followed by an optional extension activity relating to the other directions on a compass, e.g. North West. It is a fun maze game, where you have to apply your compass knowledge to help a character find its way. There is an intrinsic motivation in beating a previous best time on the clock, and the compass knowledge is actually being applied in a similar way to the practical use in reading a map or finding one’s way. This similarity to the real-life application of the acquired skill makes a learning object like this one highly effective at meeting its long-term educational goal (Walker & Shelton, 2008).

The most frustrating aspect of the usefulness of this learning object is that it does not present any variations or alternatives – there is one way to solve the puzzle, and once you have mastered that you cannot refresh to a new maze design. Applying knowledge of compass points to a few different mazes would be more effective for learning outcomes. This is a quick, informative, and engaging game that could provide an ideal learning task before assigning students a real-life orienteering activity.

References

Walker, A. & Shelton, B.E. (2008). Problem-Based Educational Games: Connections, Prescriptions and Assessment. Journal of Interactive Learning Research, 19(4), 663-684.

Symmetry Game

VELS Domain: Mathematics

VELS Dimension: Space

VELS Level: 2-3

URL: http://www.innovationslearning.co.uk/subjects/maths/activities/year3/symmetry/shape_game.asp

This game tests student understanding of lines of symmetry in a variety of shapes including hexagon, parallelogram, and different triangles. It would probably be most effective used by students individually or in pairs, in order to maximally exploit the motivating effect of the points scheme. Provision of extrinsic motivation, such as points, has been shown to motivate students to engage in a task that may seem irrelevant to them (Snowman et al, 2009) – ideal for Grade 2 and 3 students being introduced to a concept like symmetry – motivation is also maintained by an opportunity to re-answer failed questions without a net loss of points. 

The clear animations of the shapes “folding” along their lines of symmetry will appeal to students with strengths in spatial and kinaesthetic intelligences, and you could further enhance this by providing some paper shapes for students to physically fold along with the animation. Howard Gardner has advocated technology’s capacity to complement our multiple intelligences, but also warns of pretty games potentially distracting from real educational goals (Gardner, 2000) – this danger is certainly apparent with this game which is really only exploring a single concept with students, a concept that should then be interconnected and built upon throughout the curriculum area.

References:

Gardner, H. (2000). Can technology exploit our many ways of knowing?  In Gordon, D.T. (Ed.), The digital classroom: how technology is changing the way we teach and learn (pp. 32-35). Cambridge, MA: Harvard Education Letter.  

Snowman, J., Dobozy, E., Scevak, J., Bryer, F., Bartlett, B., & Biehler, R. (2009). Psychology Applied to Teaching. Milton, QLD: John Wiley & Sons Australia.

Blog Tour...

Greetings, and welcome to my blog. You will find my rationale for publishing this blog here, as well as some information about me. My blog is principally concerned with exploring Web 2.0 and associated learning objects, click on the links to jump to each page and have a gander! 

...see ya round, like a Fruit Loop...

Emma.