Word+Spoons+Vocab+Review-Justin

Justin Rush CSE-Video Games and Learning 21 May 2012

Learning Environment Design Project: Word Spoons-Vocabulary Review Game
__Standard__

CCSS 11-12.L.4: Determine or clarify the meaning of unknown and multi-meaning words and phrases based on //grades 11-12 reading and content//.

__Objective__

Students will demonstrate their knowledge of previously introduced, discipline specific vocabulary words and phrases by competing with a partner to correctly identify the meanings and usage of the most vocabulary terms. Each student will compete in a minimum of three rounds of the game.

__Word Spoons Vocabulary Review Game__


 * Students can work in pairs or in groups of three (each group needs 1 complete set of flashcards or whichever terms you are working with that day).
 * Each group places the flashcards face up, spreading them out between the participants.
 * Students will compete with their group members, not group against group.
 * Teacher reads a word or a definition aloud.
 * Members of each group race to be the first person to slap the corresponding word or definition.
 * Winner places the flashcard aside and keeps track of how many flashcards they get correct.
 * In the event of a tie, the students are responsible for determining a tie breaker (rock, paper, scissors, discarding the card altogether, shouting match, etc.).
 * If no one identifies the term by the time the teacher reveals the answer, the card is either discarded or the first person to claim it gets it.
 * In the end, whoever has the most flashcards is declared the winner.
 * Continue the game for at least three rounds, having students play with a different partner or group each round.
 * If you prefer to amp up the competition, the winners of each round can move on to a deeper playoff round, eventually leading to a championship round in which the day's vocabulary champion is crowned.

__Learning Principles Used__


 * “Psychosocial Moratorium” Principle** – Learners can take risks in a space where real-world consequences are lowered.
 * Although the real-world risks are not eliminated (especially if you turn the activity into a class tournament), students are able to practice their vocabulary in pairs (or groups of 3). This is a relatively low-risk scenario, compared to the average, whole class vocabulary review, where the eyes of the entire class are on an individual. Moreover, students get multiple attempts at success in the game.


 * Practice Principle** – Learners get lots and lots of practice in a context where the practice is not boring (i.e. in a virtual world that is compelling to learners on their own terms and where the learners experience ongoing success.)
 * This game is, essentially, just practice. But the practice is not boring when you add in the competitive aspect of the game. Even in second and third rounds, a player can zero-in on words they previously missed, not to mention that the flashcards are arranged in different order each time and they are playing against a new player.


 * Multimodal Principle** – Meaning and knowledge are built up through various modalities (images, texts, symbols, interactions, abstract design, sound, etc.) not just words.
 * Players must not only identify the vocabulary words and their definitions in text, but also verbally. This forces students to access their knowledge--the meanings of various vocabulary terms--in written form and verbal form. Moreover, there is a spatial element to the game, as the words and definitions are arranged in different patterns each game.


 * Transfer Principle** – Learners are given ample opportunity to practice, and support for, transferring what they have learned earlier to later problems, including problems that require adapting and transforming that earlier learning.
 * Students transfer what they have learned in previous vocabulary instruction to compete in the game. Ideally, this game would be a final review before students were to be tested or asked to demonstrate their vocabulary knowledge for post-assessment. In this scenario, students would be introduced gradually to the vocabulary terms, given several opportunities to practice and use the terms, and, eventually, tested on the terms. This game would allow students to transfer their early knowledge into a fun, low-stress review of the vocabulary before being tested or evaluated on it.