Games in the Classroom

When looking into educational games that I use with my third graders, I decided to review both Prodigy and the Teachley App: Mt. Multiplus.  I chose Prodigy due to my students’ love of using the app and I chose Mt. Multiplus because I was just introduced to the game this year.  We had a webinar on the various Teachley apps and have been using them ever since.  

Prodigy Math Game

Prodigy Pictures

When looking at the Prodigy game based on what I view as the teacher, I find the information provided and the data that is generated extremely beneficial.  I am able to create an assignment based on the common core third grade standards that we are working on in class and select the total number of questions for each skill.  I can also customize this so if I have a student who is working on first-grade standards, I can select first-grade common core questions for those particular students.  I can also select standardized assessments for students to practice when PSSA prep-time comes around.  If assigning common core standards is not your thing, then your students can still play as they will take a placement test to determine their grade level.  There are so many options to chose from when it comes to what concepts in math I want students to be practicing.

Prodigy provides thorough reports that I can easily access on my teacher dashboard.  I can view student usage, the skills they are working on and how well they are doing, along with selecting specific students and a date range to see specific results.  For example, one particular student in my class was working on second-grade 2D shapes and mixed operation practice.  During his 2D shape practice, he answered three questions and received 100%.  On his mixed operations, he answered 11 questions and received a 73%.  Finally, we are working on addition to 1,000 and he had an assignment to complete for me on the third-grade level.  He answered 9 questions and scored a 78%.  The information this provides is amazing as I can clearly see what this child still needs to work on and the levels of performance.

The game itself is a learning app that is adaptive for your students.  This app is best suited for practice, not direct instruction as it simply has students practicing skills (Gorrell, 2017).  The graphics appeal to the students and it blends adventure into a fun math game.  Students have the ability to get distracted by going to sections of the game that do not involve learning, along with getting distracted by spells, pets, and battles (Gorrell, 2017).  High expectations need to be communicated to students that solving math problems is the reason why we are using the app (Gorrell, 2017).

Overall, Prodigy is programmable and has gameplay that can be viewed and discussed with students.  It supports common core standards or the “big ideas” in third grade, along with allowing students many ways to win when casting spells and battling their opponents.  If they miss questions, they have an opportunity to answer up to three times.  Students are not timed so there is not any twitch play involved in this program and it allows students to see how well they are doing by providing them incentives when they battle and cast spells.  They can collect items and upgrade their characters, while also interacting with their peers and other players by answering various math problems (Prodigy, n.d.).

Teachley

Mt. Multiplus Pictures

Teachley is another game that I use with my third graders and it teaches the students the strategies for multiplication. Students are able to solve problems using number lines and area models (Gorrell, 2014).  They build bridges and help the character Linka move through the city of Mt. Multiplus (Gorrell, 2014).  Students unlock treasures, collect gems, and can eventually rebuild bridges to show their progress on learning multiplication facts (Gorrell, 2014).

Type of Multiplication Problems

Students have to solve multiplication equations by dragging planks to an area model (Gorrell, 2014). They earn gems for solving problems and then they use those gems to build the bridges (Gorrell, 2014).  While using Mt. Multiplus, students are not in twitch play as they are using strategies to help them solve and model multiplication facts.  They are not memorizing the facts during this type of game or needing to quickly answer questions.

The game for me as the teacher is very difficult to plan and discuss with my students.  I have a dashboard that shows me the facts students have mastered so far and where they are struggling or need more guidance/support.  I cannot assign students to specific facts on this program to study as they work through it independently.  This game supports the "big ideas" of third grade in ways of common core standards for multiplication.  It provides students with concrete examples, area models, and practice of solving the problems, not just memorization of facts.  It offers students multiple ways to win as it provides them with several problems if they get them wrong, along with providing them incentives to get better at the game.  

Curricular and Grade Applications

I think overall both Prodigy and Teachley: Mt. Multiplus are excellent for third graders as they support math in two very different ways.  Prodigy is working on all kinds of skills in math and is very challenging.  Mt. Multiplus is also challenging but focuses on specific strategies for multiplication. Students have increased test scores due to the extra practice on both programs.

Pedagogical and Class Management Considerations

From a pedagogical and classroom management viewpoint, I think that both apps are an excellent way to incorporate games into Daily 5 Math.  Students have a technology station where they use their iPads and both Prodigy and Mt. Multiplus are an option to play.  Students are engaged and practicing concepts that have already been taught, reinforcing essential math skills.  Students are excited to play both games and look forward to the technology station.  Overall, both programs have their positives and negatives, but I have seen more academic positives from both apps with my third graders.

There are many educators who are using various types of games in their own classroom. Some use it as whole group review, small group practice, and even independent work during stations. Some educators who are using games within their classroom are:

Lindsay Ann- She uses Socrative, Quizziz, and Kahoot within her classroom. She has seen excellent results from her students!

Erin Integration- Uses fun games such as an electronic scoot.

Chandra - Uses powerpoint and has students interacting in different ways.  She uses it for games within her classroom.

References:

Gorrell, D. (2014, September 04). Teachley: Mt. Multiplis - App Review. Retrieved November 27, 2017, from https://www.commonsensemedia.org/app-reviews/teachley-mt-multiplis

Gorrell, D. (2017, January 27). Prodigy Math Game - App Review. Retrieved November 27, 2017, from https://www.commonsensemedia.org/app-reviews/prodigy-math-game

Prodigy - Product Reviews. (n.d.). Retrieved November 27, 2017, from https://www.edsurge.com/product-reviews/prodigy

To Flip or Not to Flip... That is the Question!

Pinterest Magazine Updated with Flipped Classroom Useful Links

My Pinterest Board

Flipped Classroom Video

I decided to create a video on equivalent fractions due to this being my next unit of study with my students in math.  Personally, I think this is one of the hardest concepts in our fractions unit and I think it would be very beneficial for the students to have some background knowledge on the day we begin to practice the skill.  Students will have an understanding of the word equivalent before watching the video and will know how to compare fractions using fraction bars that are either equivalent or not.  In this video, students will be looking at a circle and need to determine the equivalent fraction of the shaded part of the circles.  I will model how to do this with the video.

Enjoy!
Any feedback on the video would be greatly appreciated!

Equivalent Fraction Video: Flipped Classroom

Images Taken From:

 https://ctl.boisestate.edu/flipping/files/2015/05/Flipped_Classroom_upside_down.jpg

http://103flippedclassroom.pbworks.com/f/1417972354/flipped%20wordle.png

Before Pictures of my Classroom

As you can see in the before pictures, I have students set-up in small groups.  I also have a carpet where we complete large group activities, Morning Meeting, as well as some small group activities.  I have a Guided Reading table where I conduct Guided Math and Guided Reading groups.  Students are allowed to sit wherever they wish during Daily 5 Math and Reading stations.  Many choose to sit on the carpet, while others will sit underneath tables, behind my desk, and in the rocking chair.  I have students sitting in groups of five to six for collaboration purposes.

After Pictures of My Classroom

More of a 21st Century Design in Mind!

When re-designing my room with 21st Century learning in mind, I had some difficulty rearranging it with the tables and furniture that are already provided by my school.  I brought in two tables from my hallway and placed the one table to make an Osmo learning station.  The other table I placed in the center of our room as a Tech Station.  I have student iPads on this table, along with clipboards and whiteboards located underneath.  Behind both, I placed students' Daily 5 Reading and Math Station work.  I also placed the pull-out drawers in this area as this is where students place completed papers.

Osmo Station

Library Nook

I added more of a display to show the books from the library that can be overlooked.

Tech Station (iPads)

Paper Return

Daily 5 Math and Reading Stations

Tech Station

Clipboards and Whiteboard Location

View of entire classroom

Future Classroom Images

If I had $1,000 to spend right now to change my classroom set-up, I'd do a few things differently!

I have a few images below that allow you to see my different visions for a 21st Century Classroom.  They are all different but have some similar principles in mind.  I like the idea of flexible seating, seating students in pods or sections for learning, along with bright pops of color!

This design I really like as it has different types of seating, plus it is very colorful!  It still provides an area for students to use desks, but they have the options of where they would like to learn.

I like this design because the classroom uses tables, along with stools which are more of a 21st Century design than regular desks and chairs.  I like the colorful tables and different areas or pods around the room.

This classroom I like as it provides different types of flexible seating for our 21st Century learners.  The room is still set up in sections, but students have the option of sitting in a chair, stool, or on a floor cushion.

Finally, I thought this classroom was an interesting design as it clearly has different sections in mind.  Students would have privacy to work in different locations around the room.  I like the different types of seating, such as the couch or the small red ottomans.  This looks very futuristic to me and I would enjoy this type of set-up in my own room due to its modern appeal.

My Thoughts on Design and Student Learning

Personally, I think the design of any classroom is vital to student learning.  It has a direct impact on how students learn in a variety of ways.  First, if students are sitting in small groups, they are very easily able to collaborate on assignments and projects.  If students have the ability to sit somewhere in a quiet section of the room to work, they have this option as well.  Students who are provided with flexible seating have their needs met as they can freely sit where they are most comfortable, whether it be on the floor, on cushions, stools, or chairs.  Students are more focused when the design of the classroom is conducive to their learning and their personal needs.  Students do not always need to work at a desk as they are using iPads.  Students who complete collaborative projects, need areas to express their ideas freely and to be able to work without seating restrictions.

I think my room is more like a 21st Century design now that I changed some things around.  My thoughts in my designing process were that I wanted to continue to keep the carpet area front and center as my students use this often for a variety of reasons.  They do partner work, independent work, along with large group work here.  I decided to set up an Osmo station as this is something new we just learned about.  I have one iPad to use with the Osmo, but I figured I'd provide one sole area for this to be used as the iPad does not have a case on it.  Finally, I decided to provide students with a center area where they have access to their iPads, stations, clipboards, and whiteboards.  This allows students to have a one-stop shop and they can grab whatever they need.  This is actually working out well because I have a charging station at the back of my room where I am charging iPads whenever needed.  Before I was charging all iPads at once and it was a little time consuming to plug them in every other evening.  This way, I am providing students with more responsibility by requiring them to keep an eye on their battery.  I also really like my library nook that I created.  I have another carpet in this area and students enjoy lying here to read stories.  The new design was the bookshelf that displays some of our library books that tend to be overlooked.   I think this new set-up, even though the changes are minor due to the furniture I have access to, is definitely an improvement from what I had before.  In fact, one of my students came in the next day and said: "It's like we have a brand new room."  It doesn't matter how minor the changes, they can make a huge impact on student learning.  

Images were taken from

 https://www.artcobell.com/sites/default/files/blog_entry_05.png

https://i.pinimg.com/originals/2d/99/85/2d998504b3e904f018b0883197d78099.jpg

https://i.pinimg.com/736x/e7/cb/cc/e7cbcc45e691115e07ff7313f8741508--learning-environments-learning-spaces.jpg

https://i.pinimg.com/736x/78/b3/6e/78b36ed1837a40f3105caf7363cb9e45--udl-classroom-classroom-setting.jpg

Genius Hour Curation Board

After seeing that I was allowed to use whichever curation tool I’d like for this project, I right away decided to use Pinterest.  Pinterest is so easy for me to navigate and find creative ideas for any topic.  I created a board and titled it “EDIM 516” so I knew this was where I’d be placing all of my Genius Hour pins.  I love when I search something on Pinterest, there is a picture and a small description underneath so I can quickly gauge whether or not I want to read more of the article or blog.

I was having a little bit of trouble with my curation board at first. I was pinning items that I found useful, but they were not showing up for others to see. After realizing that my board was not displaying all of my pins, I decided to look into Diigo and Flipboard.  I did not find them nearly as user-friendly as Pinterest, but this could be due to my familiarity with Pinterest.  I decided to stick with Pinterest for this project as it is more important that I can see all of my pins for this project. I ended up emailing Pinterest and within a day my issue with not displaying my pins was resolved!

I think that my initial sources that I found state many advantages to Genius Hour. I’m also finding many teacher created blogs out there, which I enjoy reading, but I also would like to find more resources that have actual research to back up the facts.  The nice part about Pinterest is that I can search for something via Google and then Copy/Paste that link into Pinterest.  I can pin that particular webpage to my board.  I’d also like to find resources that show the negatives of using Genius Hour in the classroom so I can view all sides of why Genius Hour will work or not work within a classroom. Overall, I think my Pinterest board is off to a great start for my final project.

Imaged Taken from: http://www.curata.com/blog/content-curation-the-art-of-a-curated-post-infographic/

Should Toddlers Use Handheld Devices?

Researchers: Using an iPad or smartphone can harm a toddler’s learning and social skills

By: Terrence McCoy

(February 2, 2015)

This article was very interesting as it discusses the possible impacts of toddlers using handheld digital technology at such a young age.  In this article, McCoy explains that toddlers are now in an age called the “App Generation” due to having access to handheld devices from birth (2015). Almost 70 percent of children under 12 use tablets and almost 40 percent of children between two and four years of age have used mobile devices (McCoy, 2015).  The article continues to state the impact of having handheld mobile devices is relatively unknown when it comes to the development and behavior of children (McCoy, 2015).  However the article continues to state that children who are younger than 30 months of age have difficulty learning from television and videos in the same way as they would learn from real-life interactions with others (McCoy, 2015). If children are using a device that is not educational in nature, it could be harmful to their social-emotional development. If the devices are used primarily to distract and calm children, it is a concern that children will not be able to develop their own self-regulation mechanisms (McCoy, 2015).  Finally, if the handheld devices are used for educational purposes, they could teach young children vocabulary acquisition, but if the information is not educational in nature, it may be harmful as it could decrease their develop of social and language skills (McCoy, 2015).  Overall, it is important that children are engaging in human interaction in order to develop their social-emotional skills, along with participating in hands-on activities that help them increase sensory motor and visual motor skills (McCoy, 2015)

The Guardian

No, research does not say that ‘iPads and smartphones may damage toddlers’ brains’

Pete Etchells

February 2, 2015

This article is one that discusses the exaggerated press release about tablets causing “brain damage” to toddlers’ brains (Etchells, 2015).  Etchells writes that nowhere in the article does it say anything about handheld devices causing brain damage and the study actually only used results of seven different cases (2015).  He continues to state that really, there is not a whole lot of research out there when it comes to children's use of handheld devices, such as Smartphones or tablets and that when the research has been conducted, results were very different and mixed (Etchells, 2015).  All in all, it is believed that more research is needed on this this topic as there are many cases where exaggeration happens within news stories and in press releases (Etchells, 2015).  Etchells continues to state that the research findings that have occured have mixed results.  Some of the information provided states that iPad and tablet usage can create a language delay in some children, while other articles consulted say that really, there is no proof that using a tablet or handheld device at a young age hurts children (Etchells).  Overall, more research is needed on this particular topic.

Civil discourse about topics, such as the above are incredibly important as it allows readers to see two sides of a story.  Both articles were nicely and respectfully written and provides the readers with an opportunity to make their own decisions about their beliefs based on what they read..  Sharing thoughtful and respectful opinions about controversial topics can be difficult at times and sometimes quite uncomfortable.  It is important to do this in order to provide a different perspective on a topic and to engage readers to be thinking about content in a different way.

After reading both of the articles and considering my own son at home, I personally feel that handheld technology at a young age is not a bad thing.  My son will be turning two in a few short days and he is already extremely savvy when it comes to using my phone or iPad.  He knows how to use Youtube and how to find his Elmo and Dr. Jean videos.  It is amazing to me how much he has learned from watching these educational music videos.  The other day we were watching the “Letter of the Day” song from Sesame Street and the letter “D” popped up on the screen.  He looks at me and right away says, “D” without hearing it first!  I was pretty impressed to say the least.  I truly believe he is learning his letters and numbers by watching Sesame Street and Dr. Jean.  He is also reading books with me at home and we are doing a great deal of social interaction with him.  The technology is not the only thing in his life that is teaching him, but I definitely think it is supporting what we are doing as parents.  Reading the articles about possible “brain damage” in children makes me a little uneasy.  I wasn’t sure if allowing my son to use my phone would cause life-long problems for him.  Then, as I continued to read both articles, there truly is not enough research being conducted to make a final judgement call on if using this type of technology will actually be hurting my son.  In my personal life, I have only seen positive outcomes, but I also only show my son educational videos.  

The one article also stated the negative effects of using a handheld device to calm or soothe your child. I have to say, I am guilty of this at one point or another!  My husband and I took my son out to lunch and it was near naptime.  He was beginning to get fussy and slowly becoming louder in the restaurant.  The people around us began looking and I could just feel the vibe that they wanted us to leave.  We hadn’t received our food yet and so, what did I do?  I pulled out my phone and turned on Elmo for my son to watch.  Sure enough, he became quiet and we could eat our meal in peace.  Sometimes I think mobile devices are a blessing in times of need.  We do not use my phone to calm or soothe my son all the time, but when we are desperate, we definitely use it!  Overall, I thought these articles were an excellent read if you are a parent of a young child.  

References

Etchells, P. (2015) No, research does not say that ‘iPad’s and smartphones may damage toddlers’ brains’. The Guardian. Retrieved from https://www.theguardian.com/science/head-quarters/2015/feb/02/no-research-does-not-say-that-ipads-and-smartphones-may-damage-toddlers-brains

McCoy, T. (2015). Researchers: Using an iPad or smartphone can harm a toddler’s learning and social skills.  The Washington Post. Retrieved from https://www.washingtonpost.com/news/morning-mix/wp/2015/02/02/using-an-ipad-or-smartphone-can-harm-a-toddlers-brain-researchers-says/?utm_campaign=buffer&utm_content=buffer15e6b&utm_medium=social&utm_source=facebook.com&utm_term=.3901d9a53b7f