Game-Based+Learning+Project+-+Kathryn


 * 1) //(3 points)// A description of the specific Principle(s) of Learning you are incorporating, selected from the Principles of Learning described by James Paul Gee.
 * 2) //(5 points)// The rules of the activity, and any materials necessary.
 * 3) The activity should, in some way, address the following four elements:
 * //(3 points)// Objects - What are the basic tools and objects the player operates/interacts with?
 * //(3 points)// Operations - How does the player operate/interact with those tools or objects?
 * //(3 points)// Objectives - What are the strategies involved in operating/interacting with the basic tools and objects?
 * //(3 points)// Outcomes - What is the player attempting to accomplish by strategically operating the basic tools and objects?

This game would begin with the basics, like multiplying by 1, and increase in difficulty as the players successfully play the game. Learners would get lots of practice! Players would probe the game repeatedly to find the matching pairs. I'm not sure on this one... __Directions__ Students would need the deck of cards and two players. Spread the cards out face down. Take turns turning over two cards and see if they are a match. The problem must match the answer. If they are not a match, turn them back to face down. Then the other player goes. If they are a match, the player gets to keep the cards. Play still goes to the other player. When all the cards are drawn, the player with the most cards wins. Levels: The decks of cards would be organized by levels, with 1, 2, and 4 being the easiest level. I would name the levels with kid-appropriate names depending on age and interests. Students would track their winnings and losings and progress through the levels. Students of the same level would challenge each other.
 * Achievement Principle** – For learners of all levels of skill there are intrinsic rewards from the beginning, customized to each learner’s level, effort, and growing mastery and signaling the learner’s ongoing achievements.
 * 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.
 * Probing Principle** – Learning is a cycle of probing the world (doing something); reflecting in and on this action and, on this basis, forming a hypothesis; re-probing the world to test this hypothesis; and then accepting or rethinking the hypothesis.
 * Multiple Routes Principle** – There are multiple ways to make progress or move ahead. This allows learners to make choices, rely on their own strengths and styles of learning and problem solving, while also exploring alternative styles.

Objects - deck of cards Operations - turns over pairs Objectives - looks for matching equations to answers Outcomes - players are trying to remember where particular equations and answers are, they are trying to get the most cards to win.