Explore Like A Pirate: Chapter 4

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Welcome back to another installment of Explore Like A Pirate. This week, we're studying Chapter 4, which discusses the way language is changing in education. If you've missed the first few chapters or need a refresher, you can check out the previous posts here.

If you have been in education for any length of time, you'll know that there is a shift occurring in our language and our goals for our students. We all know that the standards given to us by the state or national government is not an all-inclusive list of things our students should know when they leave our rooms at the end of the year. We know that is just the tip of the iceberg. There are so many things we hope to instill in our students that reach far beyond the scope of the grade level standards. Things like creativity, integrity, manners, critical thinking, a love of learning, confidence, initiative, curiosity and resilience to name a few are all qualities we hope to encourage in our students during the short time we have them.

The initial outcome of gamifying your classroom will be student engagement. But, as Matera writes, it will lead to so much more. "Layering the game over my entire course encouraged collaboration and offered a ton of self-exploration. Learning was no longer about earning a grade; it was about discovery and growth." Who doesn't want that for their students?! This kind of structuring leads students to a growth mindset, which, if you've been on social media lately, is one of the biggest buzzwords in education right now.

One comment that Matera made that really stuck out with me was, "Success no longer comes from what you know, it is the result of what you do with what you know." Information is all around us all the time. Teaching our students facts and requiring memorization of content is not sufficient. Students need to be able to use the information to DO SOMETHING with it. We all know students who remember the information long enough to pass a test and then forget it all as if it never happened. This does nothing to promote love of learning or even ownership of learning. Providing a game-based experience where students have to not only learn the information but also use it and apply it takes our students to a whole other level of learning. And what's even better is that, with game-based learning, they'll be EXCITED to do it!

Join us next week as we discuss the different types of gamers you'll encounter in your classroom and their motivating factors. Now check out what others had to say about this chapter and please feel free to link up with us to share your take on it. Thanks for stopping by and have a great day!

1 comment:

  1. I've definitely been thinking about how gamification can contribute to a growth mindset. I'm also now a few chapters ahead, and I've started stressing a bit about kids being too motivated by the game aspect and not motivated enough about actually learning. I know Matera makes those things intertwined, but I think that makes more sense with his subject than with mine, which is the actual mechanics of reading. Anyway, thanks again for hosting-- it's given me a lot to think about!

    The Designer Teacher


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