Integrating Gaming and Simulations Into My Classroom
Work It Out Wombats! https://pbskids.org/wombats/games/story-emporium
For my simulation, I chose a literacy game that helps students create their own story. Students choose the premise of their story line from the following options: making mud pies, color fun, a place to play, and wake up Jun Jun. Then, students pick from options in regards to key story elements including, where, who, and what. Once the students are done making their choices, the simulation plays out by reading the created story out loud with matching animations. This engaging and simple to use simulation works on key literacy skills while honoring student interest and choice.
I would integrate this simulation into my daily circle time routine. Each day during circle time, we read a story together. I think it’d be great to have students take turns to help the group create a story and listen to their very own story at least once a week. The learning objective for this activity would be the following: students will be able to identify main components of a story including setting, main characters, and main idea. This simulation would support these learning objectives by creating an engaging and structured learning opportunity for my students to learn about story elements. My preschoolers love watching and listening to ebooks and making choices, so I think this activity will be very engaging for them. With modeling and direct instruction during the small group setting of circle time, they would be able to grasp the learning objectives and become confident in their ability to tell a story. Furthermore, pausing the final story simulation to model reading skills such as questioning is plausible, thus making this activity even more valuable.
This activity would be quite easy to integrate into my current classroom. I would introduce this activity during small group instruction during circle time. We already have story time built in daily, so this would be a more engaging way to spend our story time. My current students love watching ebooks, making choices, and using the computer, thus making this activity perfect for them. To complete this activity, I would need a computer, which I have access to. I also think this would work out nicely on the site’s smartboard to encourage more participation from students (gross motor skills to navigate the board). Some differentiation I would provide is decreasing visual options for students who require it. I would do this by simply covering one option with a clipboard so that students can make choices easier and not be visually overwhelmed. Other accommodations include providing students with multiple means of communication, enlarging the picture on the screen, and using a touch screen rather than a mouse for students who struggle with fine motor skills.
I would informally assess my students during this activity through questions. Once we have completed the activity, I would ask my students the following questions: Who is the main character in this story? Where does this story take place? What happened in this story? I would keep track of my students' ability to answer accurately and see if they progress over time. Because my students have disabilities, it’s important to give them the opportunity to answer through AAC devices, writing, pointing, visuals, or verbally.
I’m excited to find a simulation that works on key preschool literacy skills that would be so easily integrated into my current classroom. I know my students will be very engaged and excited to complete this activity, and I look forward to implementing it in my classroom next week!
Questions to ponder:
How can I build off this activity? What are the next steps?
Are there other story telling simulation games that are appropriate for young learners available?
What are the negatives of using simulations or games in the classroom?
What can educators do to mitigate those negatives?
References
Work it out wombats! (n.d.) PBS KIDS, https://pbskids.org/wombats/games/story-emporium
Hello Taryn!
ReplyDeleteI really liked the game you picked out for my younger students. I think it will help greatly implementing the standard we teach in kindergarten, which is can the student identify main events, characters and setting in a story. I think it also helps engage the student because they get to choose those events and create their own story. Also, it can help students build their vocabulary. Thank you for sharing! This will definitely be helpful in my class, and I am going to implement it into one of my centers during reading some day!
Revised paragraph & references
ReplyDeleteGee and Schaffer (2010) argue that games can be used as successful assessment in the classroom. I agree with this statement, and thus would informally assess my students during this activity through questions. Once we have completed the game together, I would ask my students the following questions: Who is the main character in this story? Where does this story take place? What happened in this story? I would keep track of my students' ability to answer accurately and see if they progress over time. Because my students have disabilities, it’s important to give them the opportunity to answer through AAC devices, writing, pointing, visuals, or verbally.
References
Gee, J. P. & Schaffer, D. W. (2010). Looking where the light is bad: Video games and the future of assessment, Edge: The Latest Information for the Education Practitioner, 6(1), 3-19.https://www.researchgate.net/publication/303856565_Looking_where_the_light_is_bad_Video_games_and_the_future_of_assessment
Work it out wombats! (n.d.) PBS KIDS, https://pbskids.org/wombats/games/story-emporium
Hey Taryn.
ReplyDeleteGreat post! I chose this game as one of the games to play in our discussion board module. I thought about how easy it was to navigate and the different features it offered which is great for your target age group. I like how you included steps on how to use the game. I wish I thought about adding steps to my own post to help users playing the game.
I found your differentiation strategies interesting. I realize how some students struggle with many choices. Limiting their choices to three or two may make it less overwhelming for them. I think the idea of using touch screens is also an appropriate accommodation. In our special education classrooms at my school, non-verbal students receive an iPad which is much easier for them to use as opposed to a tradition computer.
To answer one of your questions: What are the negatives of using simulations or games in the classroom? Something I worry about is that students will find games/simulations so engaging, that other traditional lessons become less appealing. Therefore, making sure we do not overuse games or even make games a reward for good behavior could limit this issue. What do you think?