Spin+it,+Make+it,+Name+it

Game-Based Learning Project Spin it, Make it, Name it   Jamie Newbold

1. (3 points)A description of the specific Principles of Learning you are incorporating, selected from the Principles of Learning described by James Paul Gee. Psychosocial Moratorium Principle: Learners can take risks in a space where real-world consequences are lowered. Spinning Senses is a low-risk game that is meant to be a fun, hands-on learning activity. There is not real risk and you cannot die or lose. 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). Because Spinning Senses is a hands-on, interactive math game I’m hoping that the students/players will feel engaged and compelled to play and learn on their own terms. Players are able to practice math concepts over and over again through various modalities. Multimodal Principle: Meaning and knowledge are built up through various modalities (images, texts, symbols, interactions, abstract design, sound, etc.) not just words. Of all of James Paul Gee’s principles of learning, I think the multimodal principle may apply the most to my Spinning Senses game where students are encouraged to practice, build upon and further their knowledge of math skills through various modalities such as: rubber bands, play-doh, pipe cleaners, dice and pattern blocks, etc. 2. (5 points)The rules of the activity, and any materials necessary. The rules of this game are as follows. Split the class into groups of 5 (give or take a student or two). Each group will need one computer with a virtual spinner. Groups will also need small organized piles of play-doh, pipe cleaners and dice. Each group will be given an instruction sheet with relevant math challenges (e.g. illustrate an improper fraction). One at a time, students will “spin” the virtual spinner. There are three colors on the spinner: orange, purple, and yellow. If the spinner lands on orange, the students will use play-doh to illustrate their answer. If the spinner lands on purple, the student will demonstrate their answer using pipe cleaners. If the student lands on yellow, the student will illustrate their answer using dice. Whoever spins first will answer the first question listed on the instruction sheet. The second spinner will answer question number 2, and so on and so forth. If ever a student needs help, he or she can “phone a friend.” This means, the students are allowed to ask someone from their table group for help or advice.

Materials needed: computers with virtual spinners, play-doh, pipe cleaners, and dice, and a corresponding worksheet with math terms that are familiar or just learned. 3. The activity should, in some way, address the following four elements: o (3 points)Objects - What are the basic tools and objects the player operates/interacts with? Basic tools are computers, virtual spinners, math manipulatives (play-doh, pipe cleaners, dice), paper, pencils and one another.. o (3 points)Operations - How does the player operate/interact with those tools or objects? This is a hands-on learning activity that is student-centered and directed. The players operate and interact with all of the materials, tools, and objects. They spin the virtual spinner then use the math manipulatives to construct answers and demonstrate understanding. o (3 points)Objectives - What are the strategies involved in operating/interacting with the basic tools and objects? Students will need to rely on prior knowledge when constructing their answers. They will also need to tap into their creative side, using their senses to formulate answers and explanations. o (3 points)Outcomes - What is the player attempting to accomplish by strategically operating the basic tools and objects? The player is attempting to demonstrate his or her understanding of grade and level appropriate math concepts using hands-on math manipulatives. Utilizing their senses (touch, sight and sound) and by explaining these concepts aloud to their peers, students are deepening their understanding of pre-taught math concepts and solidifying these concepts to their long-term memory banks.

http://www.mathplayground.com/probability.html

Sample Student Directions:

Spin it, Make it, Name it

(Fraction style)



Directions:

Take turns spinning the virtual spinner. If the spinner lands on orange, illustrate (which means “show,” “model,” “demonstrate”) your answer using play-doh. If the spinner lands on purple, demonstrate your answer using pipe cleaners. If the spinner lands on yellow, demonstrate your answer using dice. Whoever spins first will answer number 1 (listed below). The second spinner will answer question number 2, and so on and so forth. If ever you need help, you are allowed to “phone a friend.” This means, you are allowed to ask someone from your table group for help. Have fun!

> > > > >
 * 1)  Illustrate an improper fraction.
 * 1)  Illustrate a mixed fraction (also known as a mixed number).
 * 1)  Illustrate fractions with common denominators.
 * 1)  Illustrate fractions with uncommon denominators.
 * 1)  Illustrate equivalent fractions.