Learning Theory-Based Activities (two)
Performance Objective: Students will engage with their groups in experimentation and discussion over Riggerfish mechanics, and develop at least one page worth of notes regarding the game. This activity focuses on students working together in groups to figure out better techniques in Riggerfish. Students will be given ten minutes during the school day to play the game. If the teacher has to use computer rooms to accomplish this, the teachers are encouraged to partner groups together in the rooms. During play time students are asked to catch Riggerfish, breed them and note what they witness. Students will be asked to make notes of what they find in game and to exchange/discuss these notes with their team …show more content…
More so, students are more motivated to learn in groups rather than by themselves (Frykedal & Chiriac, 2014). This leads into self-efficacy concepts, as while self-efficacy is defined by the concept of student confidence vs. ability, self-efficacy is typically fueled by the students examining if the content is even possible and reacting accordingly (Schunk, 2012). Working together allows for students to deal with unexpected problems that may spring up, either a lack of understanding or confusion regarding techniques, or even potential bugs in the game with groups as work can be delegated and tested by team mates. It also helps sharpen goal-oriented mindsets by placing emphasis over achieving results with the techniques over individual need to …show more content…
They will be instructed to pick the best three breeding techniques they’ve found regarding each individual fish (red, orange, yellow). Once the groups have solidified what they wish to present, the groups will take turns offering their ideas to the class while the teacher writes the concepts on the board. The other groups will be given the chance to contend these ideas by asking for facts or reasons why this is true.
Once the groups have finalized their work they will be asked to present this work to the class. Students will offer their ideas of breeding techniques, and the other groups will be asked to inquire about the groups findings. What are the facts they have, how did they test it, is there any other ways they’ve found to accomplish this technique, etc? Once the groups have each been given a chance, the classroom as a whole will vote on which techniques work best for each fish and together explain why these techniques are considered the
Performance Objective: Students will engage with their groups in experimentation and discussion over Riggerfish mechanics, and develop at least one page worth of notes regarding the game. This activity focuses on students working together in groups to figure out better techniques in Riggerfish. Students will be given ten minutes during the school day to play the game. If the teacher has to use computer rooms to accomplish this, the teachers are encouraged to partner groups together in the rooms. During play time students are asked to catch Riggerfish, breed them and note what they witness. Students will be asked to make notes of what they find in game and to exchange/discuss these notes with their team …show more content…
More so, students are more motivated to learn in groups rather than by themselves (Frykedal & Chiriac, 2014). This leads into self-efficacy concepts, as while self-efficacy is defined by the concept of student confidence vs. ability, self-efficacy is typically fueled by the students examining if the content is even possible and reacting accordingly (Schunk, 2012). Working together allows for students to deal with unexpected problems that may spring up, either a lack of understanding or confusion regarding techniques, or even potential bugs in the game with groups as work can be delegated and tested by team mates. It also helps sharpen goal-oriented mindsets by placing emphasis over achieving results with the techniques over individual need to …show more content…
They will be instructed to pick the best three breeding techniques they’ve found regarding each individual fish (red, orange, yellow). Once the groups have solidified what they wish to present, the groups will take turns offering their ideas to the class while the teacher writes the concepts on the board. The other groups will be given the chance to contend these ideas by asking for facts or reasons why this is true.
Once the groups have finalized their work they will be asked to present this work to the class. Students will offer their ideas of breeding techniques, and the other groups will be asked to inquire about the groups findings. What are the facts they have, how did they test it, is there any other ways they’ve found to accomplish this technique, etc? Once the groups have each been given a chance, the classroom as a whole will vote on which techniques work best for each fish and together explain why these techniques are considered the