Creative Writing Games for Stage 3 and above

I don’t like ‘ice-breakers’ as a rule. They tend to be far too pushy for people who are naturally introverted. So as I thought about kicking off a new set of Year 7s this week, I opted to create a simple writing game which later we’ll use as the basis for art making – drawings made from text. This is an example – and great for getting people who think they can’t draw to write (and then make a drawing). The game is designed for table work, so I’d suggest 2-8 players. It lasts about an hour. You’ll notice in the games that there are objects. For my purpose these things are simply concepts, but they could be physical things or even mathematical formulas etc., It’s a pretty low tech game, but I guess you could do this online.

The aim of the activity is to get students to think creatively and to critically follow rules to re-frame their original position. Let me know if you use it or modify it! Creative story writing game.

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5 stages of Games Based Learning

The Kübler-Ross model suggests suggest that the patterns of grief are one way of describing the basic patterns of integrating new information that conflicts with previous beliefs.

“All truth passes through three stages. First, it is ridiculed. Second, it is violently opposed. Third, it is accepted as being self-evident.” said Schopenhauer of the learning process.

I’m not sure he’s right – he had some barking-mad ideas … yet corresponds to the five stages of grief in the Kübler-Ross model with ridicule being denial, opposition being anger and bargaining, and acceptance being depression and acceptance.

It is hard to deny social-media for educators is awash with people seeking satisfaction, and though we are more free to do what we want – we’re still can’t simply will it.

Denial

  • This is high-school, high-stakes tests, so games are not relevant to the way we teach.
  • We’re not in charge of curriculum, if change is needed, they would tell us.
  • I don’t have gamer-kids here, these just are my students.

Anger

  • I can’t believe you think games are academic!
  • Why is no one showing us more about using games!
  • It’s just going to consume more time we don’t have!
  • This is just a waste of my time!

Bargaining

  • What about I just change grades to points?
  • Can we just talk about it next semester when I have more time?
  • To do this, can’t you lighten my teaching load?
  • I suggest we ask the parents before we decide anything.

Depression

  • Sigh. We’ve done all this work on blogs, wikis and now you tell us these tools are not so powerful?
  • There’s so much in this, it’s really hard to get my head around.
  • What’s the point, it’s just another thing that won’t last.

Acceptance

  • Lets take a look at the ideas in a way that doesn’t compromise our goals or professionalism.
  • Lets look at the scholars we already know about’s theories and ideas about games, play and imagination.
  • Wow, kids who play games develop skills we can use to teach them even better.

How to use Balance, Gimping, Campaign mode to improve assessment tasks easily

How about trying something from my  epic book “Living with games, dying with zombies” or something like that. This is how to use game-methods to improve something most students hate – getting marks and grades back from exercises and tests. No game needed, no tech either … a Zombie could do this.

Let’s assume most teachers issue marks to their class and we know from research marks and class-ranks are really de-motivating for most people. If there are 30 students, then it’s not hard to work out someone will get top and someone bottom. League tables are a common feature of games however, so how come publishing them are considered a bad educational idea, yet an almost expected in games. There’s something obviously missing then.

The game solution

Rather than avoid posting a class-rank on the wall, or handing out individual ones privately to avoid awkwardness, use Excel. I know Excel right, that old donkey which comes with Office. The funky people might use Google Docs or a database. Depends on your geek-power. You could use paper if you want to be old school.

The Method

You get excel to read each row and pick out the student name and their mark and comment on what EXACTLY they need to do in order to improve their grade in DIRECT relation to the grades of the students TWO rows immediately above them.

The easiest way to do this is to MAIL MERGE it. Select the student’s row and include the two names and marks of those immediately ABOVE them and two names and marks of those immediately BELOW. Now print that stuff out and hand it out.

Each student (if you’ve followed me) has their mark and a comment on EXACTLY what they need to do to beat the two in front of them. They also know who are their nearest academic peers. You have just generated a second thing, better ‘groups’ by clustering. Yes, some are at the top and some at the bottom, but nothing’s changed right? – that was going to happen anyway. Wrong.

The top group has to SUSTAIN itself and bottom group has everything to play for. But now the fun part – how to get them to play. You’ve just created GROUPS of 5 to power peer-learning based on EVIDENCE.

Now start cheating. Break the norm-rules! I won’t bore you with a speech about the types of rules games use – but cheating is a very valuable rule in game-theory. It’s called GIMPING, I’ll explain that later.

Give the bottom THIRD of kids things they can grind on to improve as a GROUP. Repeating, re-doing, coaching, whatever. Tell them they’ve got a WEEK to re-submit a different task which you PROMISE will be no easier or harder than the last.

Give the MIDDLE third kids nothing new to do at all.

Give the TOP third something more philiophical to deal with with the promise of a few more marks if they do it. This should be something more open, not easily answered etc.,

Here’s what has happened. You have 3 key working groups (top, middle, bottom (you do anyway). You also have a peer-assisted learning loop happening, you are allowing the middle kids to float between the bottom and the top (choice), the top are being extended (or sitting on their laurels which won’t last long). The bottom kids are repeating the task, now working in a group to improve together because they feel more trusted and valued.

What changed in terms of teacher practice?

Ultimately, there is nothing radically changed in what’s being taught or the assessment itself. The big change is to way it is being reported and the finality of it. For the most able academic students, there are being given a new opportunity to explore the metanarrative

These theories may be political, economic, social, literary, philosophical, or any other kind that claim to explain the material to be learned. Challenge the students to find the most powerful underlying idea or principle – and what example(s) they can find to explain it. This, for high-achieving students focuses them away for ‘getting the answer’ and finding what is emotionally engaging about  the topic.

Why is this Game Based Learning?

If you like, call this learning in ‘campaign mode’. It taunts you with getting content that is ‘locked out’. This is typical of how Modern Warfare or Battlefield get you to work harder, to get better gear. In the context of the top-kids, it’s called balancing (wikipedia simple version) which creates uncertainty, leading to the tension and excitement. Why do this? Because the way marks and tables are managed in the classroom is the equivalent to what gamer’s call GIMPING. Most players don’t mind ‘some’ gimping if the game is balanced, but it if’s always GIMPED, it just sucks. And players who want to be better hate it.

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Layering questions in PBL classrooms

At the heart of project based learning are driving questions. There are questions that are irregular and not easily answered. Personally, I prefer them to be somewhat obscure, romantic, mystical or even ironic (jokes are great!).

The point to drive more questions though a systematic process. Unlike the traditional Blooms approach, my preference is to start with questions that pose binary opposites and evaluative responses right off the bat. I’ve been constantly surprised at the responses and generally it allows me to get into differentiated discussions fast. The last thing I want is for everyone to move forward at the same pace or in the same direction.

For example. “Has technology become the worlds biggest bully?”

This question will of course will draw out plenty of answers, and all of them to some extent will contain truth and fiction. This video is provided just to kick start the conversation – to pose a question in a context that has relevance to today’s young people. What follows will not be some didactic lecture on cyber-safety. Why? Because that’s something that appears from school, not from the rest of their lives, so kids often can retell and repeat ideal behavior, but disregard it when the influence of the teacher and the topic are removed.

PBL students use KWL charts to decide as a group what they believe they know, what they don’t. However, like most people, they don’t know what they don’t know, so they need directing. The point being, they don’t all need directing in the same direction. Below is a list of questions that could be added to the a KWL session to help kids focus in on a topic. They take multiple perspectives at the early stages because critical thinking isn’t about tuning in on the best solution as soon as possible, it’s about exploring as many possibilities. Design thinking (if there is such a thing), is best thought of as a systematic process that promotes divergent thinking.

For students new to PBL, giving them a series of questions helps. PBL isn’t driven by one question or one agenda – a series of questions can be recycled and re-framed constantly. They are also turn-around questions when students start moaning “I don’t get it this, it is stupid” or “what is the point” which is really them pinging you for answers – as that is the think that education has told them to expect.

Have a practice – get some groups together and give them 4 questions each to work on KWL charts.

Do you agree with the actions…? with the outcome…?
What is your opinion of…?
How would you prove…? Disprove…?
Can you asses the value or importance of…?
Would it be better if…?
Why did they (the character) choose…?
What would you recommend…?
How would you rate the…?
What would you cite to defend the actions…?
How would you evaluate…?
How could you determine…?
What choice would you have made…?
What would you select…?
How would you prioritise…?
What judgment would you make about…?
Based on what you know, how would you explain…?
What information would you use to support the view…?
How would you justify…?
What data was used to make the conclusion…?
Why was it better that…?
How would you prioritize the facts…?
How would you compare the ideas…? People…?
Is there a better solution to…?
Judge the value of… What do you think about…?
Can you defend your position about…?
Do you think…is a good or bad thing?
How would you have handled…?
What changes to.. would you recommend?
Do you believe…? How would you feel if. ..?
How effective are. ..?
What are the consequences..?
What influence will….have on our lives?
What are the pros and cons of….?
Why is ….of value?
What are the alternatives?
Who will gain and who will loose?

How can we help you to learn with mobiles – PBL project

One of the fantastic project based learning solutions that came out of our Massively Productive #red project with K12 distance and rural educators was “How can we help you learn with mobiles”.

The problem statement surrounds the high numbers of students simply don’t respond to using a learning management system. They don’t log in, rendering all the instructional designed course beyond  unprofitable. This problem leads to a series of escalating pleas, threats and punitive measures which are largely ignored in a game of distance cat and mouse. As the project sketch played out, discussions turned to the transmissive use of SMS messages by schools. It seems most schools use SMS to tell parents that students are not attending school, however the gateway is not used in duplex – students can’t SMS teachers. The irony is that mobiles are banned for students  yet assumed that parents have them – as this is useful to the functional needs of school administration and proof of action. Mass SMS-ing, I am lead to believe is common practice at high public cost with un-reported results in it’s impact on improving student performance or attendance. It obviously ticks a complience box, but if this is all mobiles and SMS is seen as useful for, it’s quite depressing.

Giving students the teacher’s mobile was seen as risky, as was holding the student or parent mobile number on the teachers phone despite this information often being available via administration systems to teachers to call them. The convention is to use the official school phone to contact, or rely on the school SMS gateway to transmit a punitive message to the parent, which one assumes is then relayed to the child – assuming that is possible. In many cases the parents ignore it as well.

The project, as always, needs to make a product, and a case to an audience. The idea was to look at how kids use their phones to learn and to communicate – bringing in aspects of recent events in the UK, how developing nations are using phones, and some quantitative research around the students and their community. This case would them be presented to the people who are running the SMS transmission gateway, in order to argue how it might be better used by students to access and participate in online learning – especially in areas where actually accessing a computer and the internet is proving inadequate.

What is impressive here, is that this project was rendered by a group of teachers, brand new to PBL, in a day as their first. It is wide enough to work at all ages and stages, it has ties to current issues, known frustrations and solves a very large problem that both teachers and students face. Best of all it takes the case to the people who make decisions, policy and rules about the use of phones. The group mapped the project it NSW BOS outcomes, ISTE NETs for students and ISTE NETs for teachers and suggested several great ways of assessing the project. Best of all, it drives an innovation – as the guiding questions use SMS for delivery and response to the students. You might think this is too simple or limited, given the access we have to LMS, blogs and wikis. Consider though, that very high numbers of students simple do not respond to anything. Responding via a text might well be the first level of engagement with learning they have had in a long time.

Gratz! to the group for working so hard. It illustrates just why PBL  allows teachers and students to find, and solve meaningful problems – not cover content-standards, but leads to visible social action.

PBL – A code for students

Project Based Learning demands students communicate with each other. Contemporary project design requires the teacher to provide a climate for students to do this – with each other – and there are numerous ways to achieve it. Many PBL classrooms use wikis, blogs, forums and my personal favourite, Edmodo or Schoology. I also encourage classrooms to have a third space, where students can break-out and be – students.

These spaces should be owned by the students, and the teacher should consider themselves a guest, providing facilitation and support for the project development.

Having spaces for students to communicate, does not require the teacher to Tweet it, or publish it online – unless the project has a specific goal to do so. I am a firm believer that the role of the teacher in PBL is to provide a safe, trusting, learning environment to encourage discussion and sharing of ideas, but not overtly police or publish them.

To be effective as a communication space, it is important to develop a code of conduct – rules and expectations that will further the learning experience.

Here is a baseline code s to work from. Not every conversation will take place online – so the code should be developed to foster a spirit of participation in both face to face and online communication activities.

Code of Conduct

  • respect each other
  • criticise ideas instead of people
  • listen actively
  • seek to understand before being understood
  • contribute to group discussions
  • keep an open mind
  • share responsibly
  • attend all meetings
  • return all messages

This should be considered a ‘living document’. It should allow students to address and articulate other shared concerns they might have. At the end of a lesson or group meeting, they should use it to assess their performance and identify areas for improvement. This encourages a philosophy of continued improvement, using shared principles and criteria that matter to the student – and not just the ‘rules’ of the teacher or school – which have often involved to manage poor behavior and effort, not optimise better performance.

Over time, students develop a code of conduct that they believe optimises group performance. Initially they tend to focus on punitive statements, driven by past experiences of working in groups under the rule of teachers. The teacher should pay close attention to this, and strive to resolve and remove ‘deal-breaker’ rules whenever possible.

How games teach students to work in groups

In massive multiplayer games, the code of conduct is often spelled out in a fairly simple group charter (Guild Code). Players in the game come from many Guilds, but when playing with others, they are acutely aware of the ‘core’ expectations and standards that will be enforced during the game. In Warcraft for example – high level players have learned the social-rules though hundred of hours of play – and experience. No one sets out the rules at the start of a ‘raid’ – everyone knows them and the group will ‘kick’ anyone who acts outside of them as it impairs the group performance. The goal is always driving group behaviour.

Give students a way to assess themselves and their peers that is meaningful

Another way of encouraging this in PBL, is to provide students with a self-assessment plan – and build it into the assessment (don’t make it less than 10%). Use a rubric – very often, often, occasionally, rarely, never. You can evoke self or peer review at any time. This is often a great way to resolve conflict within groups.

  1. I try to get to know my classmates
  2. I study with other students in the project
  3. I work with other students in informal groups
  4. I assist other students when they ask me for help
  5. I tell other students when I think they have done good work
  6. I discuss issues with students whose background and viewpoint differ from mine
  7. I offer to serve as a tutor, advisor or resource person when I am knowledgeable and can share skills with others.

PBL encourages students to take direct responsibility for their own learning. These two tactics foster, but also give a clear guide to students of your expectations. If you replace the word ‘student’ with ‘colleague’ – you might discover that this approach is not limited to the classroom – but to the whole community.

Little Big Planet 2

Well this is a BIG deal. Little Big Planet, which allowed you to play a really cool game with all your friends collaboratively is back. In Little Big Planet you could customise just about everything and create new levels. The original game had 50 levels, and players made 2 million more. This time you can make entire games according to the trailer. More details will probably be released at E3.