Scheduling In The Classroom

This case study was particulary interesting to me. I watched as the students played their games, and thought about their behaviour. They were attentive and well behaved, I think this is because the games not only related to their program of studies and their curriculum but, they were also playing games that they saw as fun and relevant to them in their home life. I the student’s enthusiasm and attentiveness helps to describe “meaningful” engage is this situation. The teacher in this case study states explicitly that it took her a great deal of time to develop these games in a way that she can manage the class and have them on track with what they need to be learning. I think it a lot more planning went into her revamped games then the cameras …show more content…
I would give consideration to these two areas as I plan my lesson and instruction. Another consideration I would make is: where the devices and games are coming from. Personally I think bringing in games like Sudoku or Yahtzee are great for problem solving. However, I would be a bit apprehensive when it comes to hand held personal gaming devices. In addition I would need to add in my own rules about the games to ensure that the students are using them as directed and in a way that encourages “learning” and not just …show more content…
However I just don’t like the idea of isolating students with electronic gaming devices. This is something that has challenged my personal teaching philosophy. In addition I am struggling with how a teacher can assess what a student has learned from a gaming device, no matter what the content of the game teaches. How can a teacher ensure that the student is learning from a personal device? Checking in, or formative assessment is an option but, how does the teacher collect information? Do you base it off the level achieved in the game? How can you ensure that the student hasn’t just used a process of trial and error to move on within the game without having to understand the material? If a teacher were to use a virtual game or the levels achieved within it as a form of assessment or evaluation for students the validity and reliability may be compromised. The teacher would be assessing the student’s ability to progress in a game rather than the learning that has taken