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Learning task 4

Learning intention(s) We are learning to use effective search strategies
KCs/Principles/Values focus Think – explore ideas about using keywords; justify
Use language, symbols, and texts – experiment with different keywords/ phrases to see how different searches give different results

Discuss the difference between concrete words and abstract words as search terms. Have students brainstorm and record word banks of concrete words for example, "computer games", "video games", "Grand Theft Auto"… and a word bank of abstract words, for example, "impact", "reasons", "advantages", "harm", "education", "violence".

The keyword refining strategies table sets out some keyword refining strategies. Ask students to complete the table, suggesting one or more search terms (a keyword/ phrase), other than "computer games", for each of the search strategies. Ask them to try out the search and to check which search terms have given them the best information linked to their questions.

Investigate, with students, the Google tools of Wonder wheel and Timeline. How might they be useful to our inquiry?

Investigate, with students, the EPIC databases, such as the Australia/ NZ Reference Centre. Check with your library staff for details about this. New Zealand schools will have their own logon details.

Learning task 6

Learning intention(s) We are learning to identify to test the hypothesis through finding information which is relevant to answering the question
KCs/Principles/Values focus Manage self- reflect on learning
Relate to others- collaborate on group task to reach shared understandings
Think –select relevant information; think about thinking
  1. Copy the trash and treasure cards onto cardboard and cut them up.
  2. Ask students to work in pairs or groups, separating the cards out into two piles:  treasure( ie information that answers the key question below) and trash ( ie information which is not relevant or useful for answering the question)
    Key question 1: What are some of the benefits of computer games?
    Now change the question and re-sort to answer Key question 2: What are some of the harmful effects of computer games?
  3. Discuss with students how different information is likely to answer different questions. Focus students on the implications of this knowledge for when they embark upon their own inquiry.

Learning task 7

Learning intention(s) We are learning to use the strategies of scanning and skimming to identify main ideas
KCs/Principles/Values focus Manage self- reflect on learning
Participate and contribute - understand that collective knowledge helps build understanding
Think – determine relevance; justify
  1. Discuss and model the reading strategy of skimming.
  2. Discuss and model the reading strategy of scanning.
  3. Students can practise these skills using Reading: Skimming and scanning – factsheets and worksheets.
  4. Copy off a short extract from an article such as “Video Games : a source of benefits or addiction?” . Give students one minute to scan the text, highlighting the particular words/ groups of words in the extract which might lead them to information which answers the question: ‘What might be some of the problems associated with computer games?’
  5. Discuss with students which keywords/ phrases from their word banks they might be looking for which would help them to answer the Key Question: ‘What might be some of the benefits of computer games?’ eg computer games, benefits, advantages, education, teach, learn….. Record these words/ phrases on the board. Repeat the scanning exercise above, using a different colour highlighter. Ask students to add to class list.
  6. Ask students to reflect on the success of their scanning exercises. Which one was easier? More effective? Why?

Learning task 8

Learning intention(s) We are learning to record information by making notes
KCs/Principles/Values focus Relate to others- collaborate with peer
Think – select relevant ideas
Use language, symbols and texts- develop own codes/ symbols/ shortcuts for notemaking

Once students have, first through skimming and then scanning, chosen texts to read more thoroughly for answers to their questions, they need to record their information by making relevant notes.

  1. Discuss key points about notemaking with students.
  2. View Fact Fragment Frenzy, a simple think aloud about notemaking. Ask students to work in pairs to use the strategy modelled in the demo to record notes from a text.
  3. Discuss modelled graphic organiser ( in this case the modelled data chart) to record relevant information which answers their questions.
  4. Ask students to transfer some notes from above exercise onto own data chart for making notes (Word 26KB)

Assessment task

Learning intention(s) We are learning to plan our own inquiry
KC Focus Manage self- set goals; develop independence in learning
Participate and contribute – choose authentic context
Think – use a variety of thinking tools and processes
Use language, symbols and texts- record findings

Assessment

  1. Refocus students on earlier work around thematic connection of control to help them choose the focus for their own inquiry.
  2. Guide students through the process that has been modelled:

Notes from a text

Extract from The 2010 Horizon Report K-12 Edition (a publication of The New Media Consortium)

Research into games for educational purposes reveals some interesting trends. Early studies of consumer games helped to identify the aspects of games that make them especially engaging and appealing to players of various ages and of both genders: the feeling of working toward a goal; the possibility of attaining spectacular successes; the ability to problem-solve, collaborate with others, and socialize; an interesting story line; and other characteristics. These qualities are replicable, though they can be difficult to design well, and they can transfer to games featuring educational content. We are discovering that educational content can be embedded in games rather than tacked on, and that players readily engage with learning material when doing so will help them achieve personally meaningful goals.

Games and gamification

The modelled data chart

Sources

Question 1:
What are the harmful effects of video games?

 

Question 2:
What are the benefits of playing video games?

 

“State of Play”

 

Listener Oct 2008
  • Korean gamer died from exhaustion after playing continuously for 50 hours
  • Professor Mark Griffiths of Nottingham Trent university – expert- has done lots of research on issue- no evidence of negative effects
  • games where players share goals are positive – teamwork etc

“A load of rot”

 Listener Feb 2007

  
  • games exercise the brain
  • games are a type of learning
  • games teach people to obey the system – gamers have to play by the rules
https://serendipstudio.org/oneworld/ Study of teens who play video games – evidence says games like Doom, Unreal tourn. and Goldeneye 007 encourage violence – students playing these types of games showed more aggressive thoughts . Columbine murderers had played Doom a lot.  

Tearaway magazine

 Oct 2009
  • ‘Fair play’ study in US found that many games sterotype African Americans
  •  US and Japanese research show gamers exhibit more aggressive behaviour
  • Not all gamers are addicted. -There are lots of ‘normal gamers’- 44% over 44’ 48% are female.
Natonal Institute of media and the family
  • 1st person games – player in control – might lose track of reality
  •  parents should monitor
  

The Star

 

April 30 2008
  • lots of gaming can cause sleep problems and back pain
  • parents need to monitor use
    Florida study - obesity and heart problems
  
Science 2.0 website  

University of Rochester

  • research – showed action video games trained people to make decisions up to 25% faster
  •  strengthens connections between brain cells

data chart for making notes

us17363_estuaries

us17363_estuaries

inference chart

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