How to Teach?

From the context of our exploration of games, we came to education - and the key challenge of engagement.  We looked back to the 12 Brain/Mind Learning Principles, to recognize the importance of emotion to the learning process.  We discussed as a class the impacts of positive and negative reinforcement on motivation and learning, and investigated the fight or flight response to stress.

Students took a look at the curriculum from the Ministry of Education website, and learned how to read curriculum documents.  They also learned about the policies followed by teachers to ensure they are correctly following and evaluating the curriculum.  They applied their skills to locating curriculum expectations that could be connected to the game they investigated for homework on the weekend.

We then explored Multiple Intelligences Theory by taking a quiz on the Birmingham Grid for Learning website.  Students shared their codes, and their highest and lowest rated intelligence, and speculated on how different teaching styles could fit their preferred learning style.

To bring the activity full-circle, students were assigned to create a curriculum-based lesson using a custom lesson plan template.  The lesson could cover any subject area or grade, but had to include the effective use of a game.  The areas of the template are explained as follows:

1. Learning Goals - these are specifically tailored to the outcomes measured at the end of the lesson - what will students specifically be able to do after the lesson is complete?
2. Curriculum Expectations - these are taken directly from the ministry documents and are the basis for the lesson.
3. Minds On / Hook - the start of the lesson should get students engaged and in the correct mindset (increasing readiness to learn).
4. Action - what do the students do in order to achieve the learning goals?
5. Consolidation - how do we assess the learning and ensure that students are prepared to apply the learning to new and broader contexts?

It was pointed out that lessons do not need to take place in a single class period, but could potentially stretch over several days.  Students were asked to pace their lesson appropriately.