In her case study, “Around the World,” Nancy DeFrates-Densch describes Ms. Owen’s attempt at motivating her third grade class with the use of games. The game that is described involves the students moving around the classroom or “around the world.” One student begins by standing by the desk of another and those two students have the chance to answer the question asked by Ms. Owen. The student who gets the question right first moves to the next desk and so on. This game is “played at least once per week [and most recently] using multiplication problems” (DeFrates-Densch, 2008). This time, Ryan is chosen to start the game and quickly moves around the room with each right answer. As the game goes on, the other students in the class begin to get annoyed and bored. Some students draw and others complain that “Ryan always wins [because] he’s just too fast” (DeFrates-Densch, 2008).
However, Ryan loves this game. He is obviously a student who has memorized the multiplication table and is happy to be able to show it off. He is proud of himself for doing well and knows that Ms. Owen is also. While the rest of the class “collectively groans” when Mrs. Owen “announces it’s time to play,” Ryan is excited to show off his skills and win the game again (DeFrates-Densch, 2008). The other students in the class don’t feel like they have a chance and “don’t know why [they] even bother” (DeFrates-Densch, 2008). They also may feel like Ms. Owen favors Ryan because they always play the game that he is good at.
As far as motivation goes, Ryan seems to be extrinsically motivated to learn the multiplication problems because he wants to reward of winning the game. However, the other students aren’t very motivated to learn them at all, sin...
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...real-life problems [or] their lives outside of school” (Meece & Daniels, 2008). To do this, she could read word problems containing multiplication instead of just calling out numbers. This would show the students that they will come across these problems outside of school and, the difference in the format, could give the other student’s a chance at winning. Overall, I think the most important thing is to get the whole class involved and help the students who give wrong answers to understand their mistakes and fix them. The best way to do this might actually be the use of a completely different game.
References
DeFrates-Densch, N. (2008). Case studies in child and adolescent development for teachers.
NewYork, NY: McGraw-Hill.
Meece, J. L., & Daniels, D. H. (2008). Child and adolescent development for educators. New
York, NY: McGraw-Hill.
After playing outside with his cousins and siblings, Tyler came inside to play “Guesstures.” This game was a little difficult because he had to act out the word to his team. Then his team had to guess before time ran out. He found it hard to move on to the next card when his team could not guess what he was doing. Tyler demonstrated great gains in cooperation, competition without tantrums, winning, and losing.
Mead when individuals(kids) engage in games they start to see the roles of themselves and roles of others,
All in all, this game encourages kids to think quickly and answer literacy questions, while building their vocabulary
You see, my class and I needed a game to play. After all, I was a physical education instructor.
He then blames adults for the boring way in which they present the real world to the kids. He claims that this is the primary reason for their escape to the game-world. Adults “train” kids to view learning as boring. “We often forget that the purpose of education, first and foremost, is to make the life world more engaging, to make it more magical”, he clarifies. “Inferiority complex” is the point by which he concludes his argument. He believes that adults reject anything new, including technology, because it underscores their limited understanding of the modern world, which leads to losing their authority. “To present the world to our children in this game-like way, we’d have to let go of our adult egos”, he
The class as a whole will play an interactive area software game on mathplayground.com on the Smartboard. Students are motivated and enjoy this type of activity. It allows them to see mathematics in real world situations. The Smartboard allows the students to have an interactive hands on experience (Purdue University, 2007). Students that are actively involved in the instructional process tend to remember information (Moore, 2014).
In order to challenge early finishers and keep them engaged, Ms. Van Meter use them as peer tutors and have them assist those who need a little more help. Those who finish early are also given a variety of activities to do, such as projects they can work on individually, class journals to write in, and using of technology to work on math skills at their own pace, to name a few
Children can enhance their understanding of difficult addition and subtraction problems, when they learn to recognize how the combination of two or more numbers demonstrate a total (Fuson, Clements, & Beckmann, 2011). As students advance from Kindergarten through second grade they learn various strategies to solve addition and subtraction problems. The methods can be summarize into three distinctive categories called count all, count on, and recompose (Fuson, Clements, & Beckmann, 2011). The strategies vary faintly in simplicity and application. I will demonstrate how students can apply the count all, count on, and recompose strategies to solve addition and subtraction problems involving many levels of difficulty.
"Middle School Group Games | Great Group Games." Middle School Group Games | Great Group Games. N.p., n.d. Web. 23 Mar. 2014. .
There are many views surrounding the use of computer games in the classroom. Some argue that computer games are a valuable asset to the education sector while others are skeptical about this view. The truth is that people have changed the way they interact in the 21st Century and technology has played an important role. According to the Program for International Student Assessment (PISA) in 2009, only twenty-six percent of U.S. students scored above level 4 (level 4 refers to the ability to complete higher order tasks) in the area of mathematics. This is lower that 32 percent of students in the other 33 countries assessed (Lemke, Sen, Pahlke, Partelow, Miller, Williams, Kastberg, & Jocelyn, 2004). With these statistics in mind, we come to the conclusion that there is deficit in the teaching/learning process of critical thinking skills in the area of mathematics. This study will examine the use of a computer game in the classroom as a mean to increase the critical thinking skills in mathematics. Three schools will be participating in this study with 20 students from each school. There will be a total sample of 60 participants. The students will be administered the California Critical Thinking Skills Test (CCTST) as a pre/post test. The students will participate in a 30-minute tutorial class. The treatment group will be using a computer game to enhance their mathematical critical thinking skills for a period of 12 weeks. The expected results should demonstrate an increase of scores in the post-test from the treatment group compared to the comparison groups.
The teacher pulled me aside and said, “These multiplication flashcards do not click with her, if you could try to help her break it down and determine each number perhaps she would listen to you more.” This student was often getting tired and lacked the interest flipping through each flashcard and truly not understanding the equation. I took her out of the class and sat her down, she was quite shy and bored form the begging. We started to run through each one and marking the cards that she that struggled with. Working for 45 minutes, most cards clicked and came at an ease. Not only did her multiplication facts advance so did her emotions, growing confidence and excitement after each
Wood, A. E., Wood, E. G., & Boyd, D. (2007). Child development: The world of psychology.
McGraw recognized the students’ interest by allowing them to play a game based on the lesson taught. Students like to play games, and they learn more by hands on activities as a result, the teacher creates a game based on the story of the week. The teacher uses various methods to perform the task such as: read the questions on the task for the student, shorten the test according to the students’ ability, as well as no time limit to complete the test. For example: give students’ extra time, use pictures, and visual assistance to the students answering questions. The teacher asked the students to make predictions such as: before the teacher started reading the story, she showed them the book cover. She asked what they thought this book would be about. After that she read a few pages and stopped and asked what they thought would happen
Super and John Holland. Journal of Counseling and Development : JCD, 75(1), 5-16. doi: 10560445.
The use of computer based games as learning tools in the classroom has steadily increased over the past several years and is a trend that David Martz, sales VP of education software company Muzzy Lane, believes will continue in the future. Among the games developed by Muzzy Lane is Making History, in which the player leads a European nation in the years preceding World War II (Electronic Education Report 2). Playing a game such as this one allows the learner to immerse himself or herself in the period they are learning about rather than...