Submitted by Ben Johnson <author> (not verified) on April 6, 2008 - 07:21.
Theresa:
Graphic organizers and KWL are good for all students, but especially useful for students facing extraordinary challenges. Games are perfect examples of learning systems that provide intrinsic rewards. It is not the teacher that is providing the rewards, but the game itself. Students play by the established rules and complete tasks at high levels and get rewarded by points or privileges as a consequence.
I was a Spanish teacher and the biggest challenge that I had was to help the students memorize the verb conjugations. So, I made a game out of it. This can work with any multi-step process. I place the student desks in rows or small circles. One student starts with a piece of paper. I give them the verb (or problem) then the first student does the first step of the verb conjugation (or problem). Then she passes the paper to the next student, who does the second step and so on until each student has participated and the verb (or problem) is solved. The last person to finish, raises her hand with the paper. The teacher quickly reviews the paper for correctness. If it is correct, then that team gets a point. If it has errors, then the teacher gives it back to the team to fix. The students enjoyed this game and truly gained skills because of it.
Good teaching
Submitted by Ben Johnson <author> (not verified) on April 6, 2008 - 07:21.
Theresa:
Graphic organizers and KWL are good for all students, but especially useful for students facing extraordinary challenges. Games are perfect examples of learning systems that provide intrinsic rewards. It is not the teacher that is providing the rewards, but the game itself. Students play by the established rules and complete tasks at high levels and get rewarded by points or privileges as a consequence.
I was a Spanish teacher and the biggest challenge that I had was to help the students memorize the verb conjugations. So, I made a game out of it. This can work with any multi-step process. I place the student desks in rows or small circles. One student starts with a piece of paper. I give them the verb (or problem) then the first student does the first step of the verb conjugation (or problem). Then she passes the paper to the next student, who does the second step and so on until each student has participated and the verb (or problem) is solved. The last person to finish, raises her hand with the paper. The teacher quickly reviews the paper for correctness. If it is correct, then that team gets a point. If it has errors, then the teacher gives it back to the team to fix. The students enjoyed this game and truly gained skills because of it.
Ben Johnson Natalia, TX