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Neurologist/Teacher/Grad School Ed faculty/Author

Greetings, Your application

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Greetings,
Your application plans for the game “model” are very much to the suggested strategy of providing students the opportunities to participate at their individual achievable challenge levels and to provide feedback so they see their incremental progress on the way to the goal. You'll find the free graphs students can use to see that incremental progress at
to Effort to goal progress graphs at www.onlinecharttool.com

Keep igniting,
Judy
www.onlinecharttool.com

Secondary Spanish and English Teacher

So would the key here be baby

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So would the key here be baby steps? I am about to start teaching Romeo and Juliet in my classroom. My partner teacher assigns whole acts at a time, then a reading quiz. Would I be better off having each student make a goal of what they plan to read and keep a chart? This would allow them to see if they are meeting goals, as well as how much time they have spent on outside reading. When it comes time for the final assessment, I would imagine in most cases, time spent will have a direct correlation with achievement.

I also teach Spanish. I like the idea in the previous post about timed writings. I could use this to encourage my kids to increase the amount they are able to write in the target language. Today if they can only write 3 sentences, then tomorrow they should work for 5.

Video Games and Education

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I was really impressed with this blog. Being a video game player myself, I never related it with education. The things that keep a video gamer motivated can be also used in the classroom. I can easily relate to this idea. When playing a game myself, I am more likely to quit or put it down if there is no obtainable goal in front of me. Beating a level is a simple concept, but it does motivate us to go on. I am anxious to apply this to my classroom and differentiate my material a little differently. Great Ideas

Mike

Walden University Master's Degree Student, from Fayetteville, NC

I really enjoyed reading your

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I really enjoyed reading your blog. By utilizing the video game model, children are able to reach their full potential by using rubrics. Students know what to expect and how to approach the project. I also really liked the idea of using a bar graph. This chart allows student to monitor their own learning. They are able to see how much effort and time are being placed into their assignments. This also allows students to monitor their own grades. Students can see how hard they need to work in order to maintain or bring up their current grade.

I utilize bar graphs when working with the Accelerated Reader program. Children create a bar graph of the time they spend at home reading. This along with quiz monitoring, allows students to reach their individual point goal. This pushes students to become masters of their own success.

I teach science in an alternative ed setting for expelled students.

I enrolled my at-risk 7th

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I enrolled my at-risk 7th graders in the STEM Video Game Challenge announced by President Obama last fall. I considered it a huge success, because these kids showed, for the first time, absolute buy-in to a learning activity in class. Furthermore, the intangibles like critical thinking, systems thinking, and a savvy awareness of the need to build skill levels by attainable steps were things I'd never expected to witness!

Neurologist/Teacher/Grad School Ed faculty/Author

NEUROSCIENCE MEETS UbD link to ascd series or full pdf

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Understanding by Design Meets Neuroscience: Teaching to the Test and Rote Memory Tests as Measurement of Achievement are Not Neuro-logical for Successful, Joyful, Learning. ASCD Edge
The below is only part 3 but you can go back to the others or download full pdf
http://groups.ascd.org/groups/detail/110564/how-the-brain-learns/
Go to link in the column on right side of page when you scroll down to “Shared Group Documents & Resources” to download “Judy Willis’ Complete Series of 3 posts Understanding by Design Meets Neuroscience or use direct link: http://groups.ascd.org/resource/documents/110564-JudyWillisCompleteSerie...

Director of Technology, Sylvan Union School District

Student Interest is Key Too

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Nice post!

We've been looking at what games bring to the table in terms foster learning/education, the ideas of motivation, and student interest. Some nice research has been done by Constance Steinkuehler (http://player.vimeo.com/video/21897856) and what she found as to improving student learning through games relies heavy on student interest. If the student is not interested in reading 20 pages of some text, reducing it to 15 may not make such a big impact (if they are not interested in the content to begin with).

Educational Leadership Consultant

Enhancing Educational Excellence!

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I love this post. The Wisconsin Association for Middle Level Education (WAMLE) is excited that David Williamson Shaffer, Professor, University of Wisconsin-Madison in the Department of Educational Psychology and a Game Scientist at the Wisconsin Center for Education Research will be the keynote presenter for the OCT 13-14 WAMLE conference. David's most recent book is How Computer Games Help Children Learn. This is an important topic for middle level educators and we are eager to share research and practices on using gaming with students. Take a look at all of the opportunities at the conference www.wamle.org. I'm excited to share the information from this blog with others. Thanks for useful information. Shelley Joan

3rd Grade Teacher and Founder of Luria Learning

I loved this post. We could

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I loved this post. We could all learn from video games to help our students succeed. I liked the post so much, that I wrote my own post about how I use these ideas in my writing workshop. In particular I use a twist on the effort graphs.

http://luria-learning.blogspot.com/2011/05/video-games-and-writers-works...

Thanks for the great ideas!
Sacha

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