AEE Webinar - Engagement (2016) · “GAMIFICATION”101 • Application of game like mechanics to non -game entities • Encourages certain behaviors • Examples include badging,

CLASSROOM STRATEGIES THAT EMPOWER LEARNING

Teaching Digital Natives in a Flat World

THE FUTURE OF EDUCATION…?

www.envisionexperience.com 2

LEARNING OUTCOMES« Identify leading research

related to student engagement.

« Evaluate the relationship between experiential learning and cognitive and social-emotional skill development

« Evaluate how experiential learning prepares students to compete and cooperate on a global scale.


BLUF: SO WHAT DOES THE 21STCENTURY LEARNER NEED« Learner Centric - Learning design that

is personalized and adaptive

« Participatory – Active, multi-sensory engagement in the learning event

« Social – Collaboration and connection to a human being/community

« Brain-Based – Learning design that amplifies cognition

« Growth Mindset – Belief in the ability to transfer knowledge and skills and apply them in new contexts


HOW ARE WE DOING?

CHANGING TIMES: CAREERS & EDUCATION

By 2020, 65% of American jobs will require some level of post-secondary education.

Source: Center on Education & the Workforce at Georgetown University. (2013). Recovery: Job Growth and Education Requirements through 2020. Complete College America. (2014). Four0Year Myth.


16% Certificate

5% Associate

19% Bachelors

(Non-Flagship)

36% Bachelors (Flagship)

39% Bachelors (Overall)

Who is Graduating in 100% of Institution Defined Time?

VIEWS ABOUT EDUCATION & WORK

0 10 20 30 40 50 60 70 80 90 100

I have found a career

I have enough education to succed in my job

I am satisfied with my job

My education was useful in preparing for my job

BA/BS Degree AA Degree HS Grad or Less


Pew Research Center. (2014). The Rising Cost of Not Going to College

The % of employed adults ages 25-32 with each level of education saying….

Less that 50% of all employed young adults

believe that their education prepared them

for their career

TRENDING NOW…

Personalized / Adaptive

Blended Learning

Competency Based

Assessment

Brain-Based Teaching

Technology Infused


“If public education systems don’t become customized, they will be

abandoned in favor of privately provided programs that are.”

(Joseph Cirasuola, Exec Director CAPSS)

“A highly technological and personalized blended learning environment will emerge as venture capitalists invest in new programs and tools that

foster any time, any place, and any pace learning.”

(Damian LaCroix, WI Superintendent)

EMPOWERING LEARNING 101

(HINT – IT’S ALL ABOUT ENGAGEMENT)

CENTRAL ARGUMENT«Proper instructional

methodology that maximizes student engagement (specifically higher order/deeper cognitive engagement) is akey to creating innovators---students with the ability to both compete and cooperate on a global scale.


EMPOWERING LEARNING – CRITICAL RESEARCH INSIGHTS C.2016

The learner is the core

participant

The human brain is primed for interaction;

learning depends on

interacting with others

Emotional and cognitive

dimensions of learning are intimately

related

Formative assessment

practices are the bridge between teaching and learning (i.e.

transfer)


MAPPING LEARNING – 3 NS KEYS

Event Memory

• Empowering the limbic system to drive memory

Multi-Sensory

Experiences

• Amplifies long term memory

Interaction• Active socialization

with humans and content moves info from memory to the frontal lobe


WHY ENGAGEMENT MATTERS«Student Engagement and

Disengagement are clearly linked to student learning gains

«Upper Order Cognitive Engagement results in student academic success and 21st Century skill/knowledge acquisition


DEFINING TERMS

«Engagement• Social: Sense of belonging / participation in the

school culture• Emotional: Participation in the formal

requirements of schooling• Intellectual: Emotional and cognitive investment in

learning


ENGAGEMENT: STATE OF THE RESEARCH I« Two recent landmark studies• High School Survey of Student Engagement (HSSSE)• What Did You Do in School Today? (CEA)

« Summary of Select Findings• About 66% of students are disengaged every day at the

High School Level• Tends to be more variation within schools than among

schools• Effective usage of class time and “adaptive teaching”

critically impact student engagement• Significant disengagement begins around Grade 6



ENGAGEMENT: STATE OF THE RESEARCH II« Instructional Practices Inventory• Developed by Jerry Valentine and Bryan Painter in 1996• Consists of six categories that assesses how the student is

engaging cognitively in the activity• www.ipistudentengagement.com

« Six Categories• 6-Student Active Engaged Learning• 5-Student Verbal Learning Conversations• 4-Teacher-Led Instruction• 3-Student Work with Teacher Engaged• 2-Student Work with Teacher not Engaged• 1-Student Disengagement


STRATEGY #1: MACRO METHODS & RETENTION

IPI CATEGORIES & THE AMERICAN CLASSROOM: K-12 LEARNING TIME

5%

10%

30%

40%

5%

15%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

Disengagement

Student Work / Teacher not EngagedStudent Work / Teacher EngagedTeacher Led Instruction

Student Verbal Learning

Student Active Learning


WHERE IS COGNITIVE ENGAGEMENT THE HIGHEST?


• Teacher lecture• Class discussions

(whole group T-led)• Laboratory (Hands-on

work)• Group work• Individualized (seat)

work• Presentation

(creating/making)Sources: Yair, Educational Administration Quarterly, Vol. 36, #4 (October 2000); Valentine (NSDC Conference, December, 2009)

65

1

24

3

INSTRUCTIONAL METHODS & RETENTION RATES


« 1. Practice by Doing« 2. Reading« 3. Lecture« 4. Demonstration« 5. Discussion Group« 6. Audio-Visual« 7. Teach Others and/or

Immediate Use of Learning

Instructional Method

Warren (1989) “New Movement Seeks to Replace Rivalry in Class with Team Spirit,” Education.

3 2 6 4 5 1 7

RESOURCES: INTRODUCING THE BSCS 5E MODEL

22

EngagementPromote Curiosity

Elicit Prior KnowledgeImagine

ExplorationGenerate Ideas

Explore Questions / PatternsDesign, Conduct, Investigate

ExplanationDemonstrate SkillArticulate PatternsPropose Solutions

ElaborationExtend Skills / Knowledge

Broaden UnderstandingCollaborate, Innovate

EvaluationAssess Abilities

Measure ProgressImplement Learning

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STRATEGY #2: LEARNING ECOSYSTEM – RIGOR, RELEVANCE & RELATIONSHIPS

ENGAGEMENT IN RELEVANT AND CHALLENGING LEARNING EXPERIENCES• The odds of students being engaged during the “most

relevant” lessons were 108% higher than the lessons the students described as “least relevant.”

• The odds of students being engaged during the “most challenging” lessons were 90% greater than when students identified the lessons as “least challenging.”

• Relevance and challenge were the two most important lesson design strategies linked to student engagement in the study.

Source: Yair, Educational Administration Quarterly, Vol. 36, #4 (October 2000)

24www.envisionexperience.com

FLIPPING THE SCRIPT ON PROGRAM DESIGN

Creating

Evaluating

Analyzing

Understanding

Remembering


Creating

Evaluating

Analyzing

Understanding

Remembering

Focus of American Education @ 2016

Needs of the 21st

Century Workforce

RESOURCES: RIGOR & RELEVANCE FRAMEWORK


STRATEGY #3: “GAME BASED LEARNING” & “GAMIFICATION”

“GAME BASED LEARNING” & “GAMIFICATION” 101

• Application of game like mechanics to non-game entities

• Encourages certain behaviors

• Examples include badging, leader boards, point systems, “unlocks”, etc.

Gamification

• Learning through games

• Encourages critical thinking

• Examples include simulations, rule based gaming (virtual and live),

Game Based Learning


Architecture & Experience

SAMPLE EMERGING PLATFORMSGlass Lab Everfi Knowledge Matters

Platform Focus Expansive breadth of digital games

STEM; Financial Literacy; Health; Leadership; Diversity

Business; Financial Literacy

Feature SimCityEDU: Pollution Challenge

Radius (Grades 8-10) Virtual Business: Sports & Entertainment

Overview Several missions where students clean up and grow polluted cities; Fairly Adaptable

16 Missions; 8-10 hours of learning time

Fully Adaptable by lesson or simulation

Outcome Understanding of Systems and how humans impact the environment

Connecting STEM skills to career trajectories

Business skill development

Alignment NGSS, CCSS CCSS CCSS

Research/Support Dynamic Assessment (ECD) Static Assessment Static Assessment

Price Free Free (if adopted) $35+ per student

Pro ECD Data; Breadth of Authorship; Multi-Variable Decision Making

Rigor of Design; Unlocking Career Cards; Breadth of Skills

Graphics; Competitive Play; Robust Curriculum

Con Pacing Restrictive Authorship Tech Compatibility


WHAT DO WE KNOW – EARLY RESEARCH

« Cognitive• Improve attention, focus, and strategic planning

skills

« Emotional• Induce positive mood states

« Social• In some cases with multi-player games, empathy

and an appreciation for diversity increased

« Motivational• Increase likelihood of a “growth mindset”


Sources include “The Benefits of Playing Video Games (APA); “Online Gaming & Youth Cultural Perceptions”; and Glass Labs Research et al

FIRST STEPS TO A “GAMIFIED” CLASSROOM

Change the Language

• Players• Game Masters• Quests

Create Roles &

Rules

• Levels• Badges/Points• Bosses

Simulate & Assess

• Story• Social• Success


RESOURCES

Recent Books

• (2014) Digital Games and Learning: Research and Theory – Nicola Whitton

• (2012) Games, Learning, and Society: Learning and Meaning in the Digital Age – Constance Steinkuehler, et al, Eds.

• (2007) What Video Games Have to Teach Us About Learning and Literacy - James Paul Gee

Recent Research

• (2014) “Level Up Learning: A National Survey on Teaching with Digital Games”

• (2014) “The Mind Shift Guide to Games and Learning”

• (2013) “Psychometric Considerations in Game-Based Assessment”


STRATEGY #4: TAMING TECHNOLOGY

SO WHAT ABOUT TECHNOLOGY?« The simple presence of

technology does not promote learning

« Technology amplifies the range of instructional methods• Empowers learner centric methods• Provides a platform for frequent

formative / summative assessment• Enables instruction across

multiple sensory modalities• Can promote and sustain attention• Creates opportunities for social

and emotional connection


FLIPPING LEARNING NOT CLASSROOMS« Conversations around the “flipped classroom” should

really be focused on “flipped learning”. We might attempt to define this as a pedagogical approach that emphasizes at least two critical components as opposed tosimply a different classroom structure:• Personalized Learning – Pedagogy that can be individualized

and differentiated, that empowers self-regulation of learning towards the goal of high achievement via multiple trajectories.

• Inquiry Based Learning – Exploration, questioning, and guided dialogue are the primary tools in this pedagogical approach as opposed to a pedagogy dominated by didactic instruction.

« Basically, we are looking to increase the volume of active learning by driving up student engagement and personal investment in the activity of learning.


VIRTUAL LEARNING« ePals and In2Books• Virtual learning space

focused on collaboration• http://www.epals.com/

« The Virtual Congress• Avatar based experience of

Capitol Hill• http://www.tpscongress.org/t

opics/compromise/?/teachers/virtual_congress.php

« Dream Ecosystem Project• Avatar based project to

design imaginary ecosystems« Social Media Applications• Rome-Net Example from

NAIS

« Quizstar• QuizStar enables teachers to

create virtual quizzes that can be accessed through any internet connected device. The resource includes student tracking and scoring mechanism, and allows the teacher to incorporate movies, images, and audio with every question if desired.

• http://quizstar.4teachers.org« Virtual Tours• Library of Congress• UC Berkeley Online Tour


AUGMENTED REALITY & VR« World of Warcraft has over 12 million users

that have logged over 50 billion hours

« River City• Augmented reality game where students apply

knowledge to solve problems like stopping the spread of malaria

• http://muve.gse.harvard.edu/rivercityproject/« Digital Bodies

• Leading database for VR and wearable tech and the intersection with education

• https://www.digitalbodies.net/« Wolf Quest

• Students assume the role of a wolf in Yellowstone Park

• http://www.mnzoo.org/education/education_wolfQuest.asp


RESOURCES: CAN TECHNOLOGY BOLSTERED INSTRUCTION IMPROVE HIGHER ORDER COGNITIVE

SKILLS & RESULT IN LEARNING GAINS? « Jody Clark-Midura. “Assessment, Technology,

and Change”, Journal of Research on Technology in Education 42, no. 3 (2010).• Gains in problem solving and experimental design• Increased engagement resulted• Self-efficacy skills increased

« Darrel West. Digital Schools. (2012)• Virtual Cell shows 30-63% learning gains• Geography Explorer shows 15-40% gains• Rivers City boosted D student test scores by 370%


WRAPPING UP

SO WHAT DOES THE 21ST CENTURY LEARNER NEED« Learner Centric - Learning design that

is personalized and adaptive

« Participatory – Active, multi-sensory engagement in the learning event

« Social – Collaboration and connection to a human community

« Brain-Based – Learning design that amplifies cognition

« “Mastery” – The ability to transfer knowledge and skills and apply them in new contexts


GET INVOLVED« Envision partners with

educators around the world to support their efforts and our joint passion to • Engage students through

interactive and age appropriate experiences;

• Equip students for success in college, career, and life in the global 21st Century; and

• Empower students to assume responsibility for their future and their world


QUESTIONS

«Andrew H. Potter: Chief Academic Officer, Envision• [email protected]• www.envisionexperience.com

«Become part of the Envision Educator Network today! Learn more at: http://www.envisionexperience.com/for-educators


Documents

AEE Webinar - Engagement (2016) · “GAMIFICATION”101 • Application of game like mechanics to non -game entities • Encourages certain behaviors • Examples include badging,