Classroom+Debate+(Eliane)

Learning Environment Design Project

Specific Assignment Details
The project should include the following elements:
 * 1) The activity, lesson plan, curriculum materials, or environment you design does not need to include actual video games: It can incorporate 'entertainment' or 'educational' video games, game-based activities, or non-game activities. Here are a few examples of the general format your project might take:
 * Adapt a classroom activity (e.g. a lab, debate, group project, report, presentation, role-playing activity, etc.) to specifically incorporate one or more of the Principles of Learning found in video games.
 * //(10 points)// A description of the specific Principle(s) of Learning you are incorporating, selected from the Principles of Learning described by James Paul Gee.
 * //(10 points)// Specific (content area) learning objectives. What do you want the students to accomplish? //Note: learning objectives should be directly measurable.//
 * //(10 points)// All necessary supplemental resources (e.g. websites, worksheets, game instructions, tokens, etc.) that would enable another educator to be able to immediately make use of your project.

=Classroom Court Debate=

=Principles:=
 * Active, Critical Learning Principle** – All aspects of the learning environment (including the ways in which the semiotic domain is designed and presented) are set up to encourage active and critical, not passive, learning. //implemented into lesson because students have the opportunity to use active and critical thinking into a learning environment. students will work together to prove, defend, and state their side of the case in creative communication styles and focus on key argument techniques.//


 * Identity Principle** – Learning involves taking on and playing with identities in such a way that the learner has real choices (in developing the virtual identity) and ample opportunity to meditate on the relationship between new identities and old ones. There is tripartite play of identities as learners relate, and reflect on, their multiple real-world identities, a virtual identity, and a projective identity. //students have the opportunity to take on a new identity by being assigned a side to the case and having to defend, prove, and state their argument points. some students will be defenders, others prosecutors, and others jury members.//


 * “Psychosocial Moratorium” Principle**– Learners can take risks in a space where real-world consequences are lowered. //in this classroom debate students can have the freedom to be involved in a real-world situation without having to suffer the consequences that could arise from it.//


 * Committed Learning Principle** – Learners participate in an extended engagement (lots of effort and practice) as an extension of their real-world identities in relation to a virtual identity to which they feel some commitment and a virtual world that they find compelling. //skills developed and used within this lesson help enhance the skills needed with persuasive techniques and communication skills. the skills to be able to listen to another persons side and be able to state their own helps develop communication skills for healthy relationships and social skills needed to interact with one another.//


 * 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. //once an argument is stated and then replied, students will have the chance to reflect on the actions and form new ways to defend and prove their points of arguments. responses will be developed based upon what the initial message states.//


 * 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. //students will experience multiple routes because they will have different choices based on how they want to approach the debate. different ways will lead to different outcomes.//


 * Affinity Group Principle** – Learners constitute an “affinity group,” that is, a group that is bonded primarily through shared endeavors, goals, and practices and not shared race, gender, nation, ethnicity, or culture. //affinity groups will be formed based on what group the students are put in. each student will work together having the same goal to defend and prove their point.//

=Learning Objectives:= English and Speech Content Standards Students will be able to:
 * use persuasive communication techniques to effectively state their side and opinion on a certain subject matter with the effectiveness being measured by peers of the jury
 * correctly use 5 out of the 7 principles of learning measured by teacher observation and students written reflection, stating how they incorporated each of the principles used in their debate. This will allow students to use theory with practice by playing out the scenario in a "real world" like experience
 * organize and use their thoughts in a critical, persuasive, and argumentative way to expressive their points of views measured by teacher and student jury observation
 * *pre lesson* increase their research skills on the particular subject matter of the debate by researching and printing out at least 15 supporting facts with resources before classroom debate is held. Each student will gather 15 supporting facts for both sides of the issue because they aren't sure what group they will get placed in at time of debate. This will allow students to stimulate creative and original thinking by forcing students to look at their knowledge from a new perspectives

=Lesson Plan:= ANTICIPATORY SET: Teacher will show a video clip example of real world court room issues. ([]) (Students will have the opportunity to individually play the 'Phoenix Wright' DS game before this lesson is implemented as well as gathered their 15 supporting facts for the debate.) Teacher will demonstrate how to play game before each student gets to play and after each student has had an opportunity to play. This game demonstrates how a courtroom case is held.

TEACHING/MODELING: Teacher will define the terms and definitions of 7 different learning principles used in this lesson. Teacher will model how to hold a debate in the classroom. The teacher will be the judge of the debate and will facilitate how the debate is run. The courtroom classroom debate is set up for two different perspectives and a judge to facilitate the environment.

GROUP ACTIVITY: A defense, prosecuting, and the jury will be determined by splitting students into three different groups by having students count off by 3's. The defensive side will work on defending and the prosecuting side will work on stating their side. In addition, there will be a jury group to determine which side of the case wins the argument, mostly based on best persuasive statements made. Group members will work together to create and communicate an effective approach to stating, proving, and defending their side. Each group will have an appointed speaker, but group members will work together to prove their point and collaborate effective communication strategies. The specific debate topic for this lesson will be whether or not to use video games in the classroom and why or why not? Students will use their pre researched 15 supporting facts to help prove their case. The judge will begin and end the courtroom session.

INDEPENDENT LEARNING: Students will fill out reflection writing pieces on the overall experience of the classroom debate. Students will reflect on 'court room' experiences in written form. Students will identify at least 5 out of the 7 learning principles that they incorporated and 'how' in their reflective writing piece.

CLOSURE: Chosen and voluntary students will read their reflection pieces and teacher will hold a classroom discussion on what went well and what could be improved for next time. Teacher will also ask students to state connections between the Phoenix Wright DS video game and the real world classroom debate example just held. In addition, students will be asked how this video game and classroom example relate to real life situations

EXPANDED LESSON: Students will have the opportunity to continue playing the Phoenix Wright video game.

=Resources:= This game, the launching pad, is being 'used' with real life student examples of how to use different identities, but in a safe experimental environment. [|Phoenix Wright Video Game] [|Phoenix Wright Case 1 Demo] []