Learning with Innovative Technology 2019 Conference

In beautiful, upstate New York, SUNY Empire State College and Saratoga Springs City School District hosted the 3rd annual Learning with Innovative Technology (LIT) Conference. The goal of the conference was, “to bring teachers, scholars and practitioners together to share knowledge about the effective use of educational technologies that will provide more enriching learning experiences.” With more than 40 workshops and hands on learning experiences throughout the day, there were many opportunities for collaborative learning and enriching educational experiences.  Sessions included gamification, project based learning, digital citizenship, robotics, virtual reality, makerspace, and STEM.

I presented a session titled, “Operation Game Design: Building Quests for Personalized Learning In Your Classroom.” This session provided teachers with an introduction to gamification versus game based learning and a step by step approach to building a quest for classroom learning. Participants learned how to organize an overarching mission in which assignments are like a sequence of game levels students need to successfully complete in order to “rank up” and complete all the required learning targets. To view the presentation slides, see below. For your own copy of the game design template, click here.

After presenting, I was excited to attend other sessions and continue to learn from other experts leading workshops at the conference. I attended a session in the afternoon on “Making Google Forms Engaging Using Branching Form (Assessments and Scavenger Hunts)” led by Carolyn Strauch where I learned how to extend the standard Google Form by making it interactive with the ability to guide students and lead them through prompts based on their answers. I love this as a way to scaffold student writing based on their responses to questions and answers. Here is a video for more clarity.

 

I am a proponent of Socratic Seminars and after building out a short response assignment for my students with scaffolded prompts in Google Forms, I moved on to a session titled, “Socratic Seminar, Meet Social Media” presented by Sarah Fiess. In a Socratic circle, participants seek deeper understanding of complex ideas in the text through thoughtful dialogue, rather than by memorizing bits of information. A Socratic Circle is not debate. The goal of this activity is to have participants work together to construct meaning and arrive at an answer, not for one student or one group to “win the argument.” Not only did we participate in a socratic circle, we examined this teaching practice as a way to engage ALL students in the conversation utilizing back channels and reflections created in Google Forms.

The last session I attended was “Beyond Hating Group Work” presented by Theresa Gilliard-Cook. We all assign group work in our classrooms but how do we make group work more effective and engaging, rather than hated and dysfunctional. Teachers need to be intentional about group projects and scaffold collaborative work for it to be successful. Creating a list of teamwork projects and possible solutions, particularly regarding conflict is useful. Additionally, providing videos and articles how to resolve conflict, creating a list how to work through conflict, and providing specifics how you, the teacher will get involved when conflict arises. Tech tools like Google, Slack, and Padlet are three student collaboration tools.

 

 

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Word Wizards, Word Nerds, & the Importance of Vocabulary in the Content Areas

What are the essential vocabulary words necessary for students to succeed in your classroom? This can be discipline specific vocabulary or academic vocabulary. For example, you could not possibly comprehend a social studies chapter on the geography of Africa if you do not know the meanings of the words “desert,” “savannah,” and “rainforest.”

Vocabulary is at the heart of the content areas we teach.  Each content has its own vocabulary unique to the understanding of the content material taught.  Most researchers would agree that you improve an individual’s vocabulary knowledge and comprehension through students immersed in a wide variety of reading and writing activities. 

There is no one method for teaching vocabulary. Rather teachers need to use a variety of methods for the best results, including intentional, explicit instruction of specific vocabulary words. Teachers can also encourage creative approaches to spark enthusiasm. 

As a content area teacher, vocabulary is intertwined with reading and understanding a text. As a teacher, your task is to devise a way of teaching vocabulary in a way that does not interfere with students’ enjoyment and interest of a text. Each of our content areas has specific content area vocabulary that is necessary in building understanding of our disciplines. In the TEDx Sonoma County talk from Dr. Kelly Corrigan, “Reading Matters, Vocabulary Matters” she addresses how “word learning is a way to understand concepts more deeply, connect to topics and information intentionally, approach challenging words with strategies good readers use to make sense of complicated texts, and to transfer this understanding into consumption and creation” (Shaelynn Farnsworth).

 

I want my graduate students to understand the importance of teaching vocabulary in the content areas and be able to design and create word enriched lessons for their classrooms. I designed a vocabulary Hyperdoc and Choice Board to help them meet these objectives. This choice board is designed with three (3) rows and three (3) columns. Students choose one activity per row (Learn, Dig Deep, Apply) and track your understanding on the KUD Sheet. Vocabulary Choice Board

The KUD note catcher allows students to show what they Know, Understand, and can Do.

K: What Students Should KNOW

This includes information that can be acquired through memorization, such as facts or categories of facts, dates, names of people or places, names and details of important events, definitions of terms or concepts, academic vocabulary, steps in a process, or rules.

U: What Students Should UNDERSTAND

An understand goal is an insight, truth, or “a-ha” that students should gain as a result of acquiringcontent and skills. An understand goal represents an idea that will last beyond a single lesson or unit—it has staying power. An understand goal often makes a statement about or connects concepts. A concept is a broad abstract idea, typically one to two words, under which various topics and facts can fit (Erickson, 2002). They can be general or discipline-specific.

D: What Students Should DO

A do goal articulates skills that students should master. These can be thinking skills, organizational skills, habits of mind, procedural skills, or skills associated with a discipline (e.g., science, cartography, mathematics).

Have engaging vocabulary activités in your content area, share them in the comments section below.

 

 

 

 

 

 

 

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5 Chrome Extensions to Boost & Empower Writers

What is the intention for writing: to learn, deepen our understanding, emphasize skills and strategies, to deepen thinking, look for clarity of ideas, and a tool box for our thinking. Writing is utilized to focus our investigations of what I think I know, what I want to know, to state a hypothesis, accumulate evidence, and help us prepare for conversations and discussions. Writing connects new understanding to larger issues in the world and reflect on how it changes our understanding.

All teachers are responsible for being teachers of reading and writing. Here are five Google Chrome extensions that support and transform writing to increase student engagement and communication skills.

Form Publisher – When my colleague, Jules Csillag (@julesteaches) showed me how she uses Form Publisher to scaffold writing for her special ed students I immediately began adding it to my Google Forms. Some students may need scaffolds during the writing process to support their thinking. These scaffolds may include graphic organizers, revising and editing checklists, sentence starters, lists of transition words and phrases, and vocabulary lists. With Form Publisher you can convert a graphic organizer into a Google Form scaffolding the elements of the writing task. Then, the Form Publisher lets you generate files to present your data in a more suitable way i.e. a paragraph or constructed response. Using this add on breaks down the writing process for struggling writers into a manageable and less daunting task.

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Citthisforme – Writing a research paper or including testimony and evidence from other sources, this citation generator is easy to use and offers APA and MLA citations for a footnote or bibliography. Whenever you are on a page you wish to use as a source, simply click the Cite This For Me extension button to generate a citation for it. It’s quick, easy, and free.

Grammarly and NoRedInk– When it come to grammar, these Chrome extensions use artificial intelligence to help students compose bold, clear, mistake-free writing. NoRedInk helps students improve their grammar and writing by adapting to their abilities with instant feedback and actionable performance data. Students can edit their work before they submit it for evaluation. Think of these extensions as a virtual peer editor.

Speakit  and Announcify– I always tell my students to read aloud their writing before submitting it for evaluation. When we read aloud our writing we are able to hear our mistakes. Both these extensions will read back your writing and help students catch any errors during the editing and revision process.  Announcify will read aloud any webpage in your browser with a single click.

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WriQ – A new product from Texthelp, WriQ boasts, “WriQ is an extension for Google Docs that automatically grades papers digitally. It’s faster, more accurate and consistent then traditional manual and subjective grading.” Now, for any ELA teacher with a mountain of essays to grade, this sounds like a dream. Actually, the teacher is not off the hook to completely leave grading to a computer algorithm. What WriQ actually does is help students meet learning targets and offer guidance where they can improve with their writing before a final submission. WriQ will assess for students their vocabulary, spelling, sentence length, grammar and punctuation correctness. Students can see when they overuse a word or if their word choice is below grade level. Students have the option of revising their writing for a stronger outcome. WriQ provides rubrics alongside of the student writing to help students improve their writing in real time. These rubrics are based on the student’s grade level and the genre of writing, measuring everything from plot, narrative techniques, language and more. In turn, this extension can accelerate writing proficiency and provide a consistent benchmark for fair grading.

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#ISTE19 Round Up

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The annual International Society for Technology in Education (ISTE) conference in Philadelphia was an amazing event. After my own presentations I had the opportunity to attend a few panels, playgrounds, and peruse the exhibition hall. Tech Education is vibrant, diverse, and this year, pedagogy at the forefront. ISTE is about utilizing technology to create inclusive spaces to transform learning and help every student and teacher succeed.

Here are some highlights from this year’s conference

“Personalized learning pathways empower students to pursue their passions while encouraging them to take more responsibility for their education.” — NESSC

Education As Choose Your Own Adventure – Choice is key helping students learn, dig deep, and apply their understanding. Offering students options by product, tech tool, and process personalizes learning and allows all students to meet the learning targets. Author and educator Matthew Oberrecker states, “when learning is truly personalized, each student has a voice in the learning process.  Within this framework lies a core vision for 21st century teaching and learning: a symbiotic relationship between pedagogy, technology, and 21st century skills.” Choice and voice are at the forefront of education whether addressing students or teacher education. Choice boards, badges, non-linear classroom experiences, flipped learning are a few ways to differentiate and personalize learning.

 

 

Get App-y – There are so many apps and Chrome Extensions that can help assist our students to be better researchers, writers, and readers. Using a grammar extension like No Red Ink or Grammarly can help our students write more fluid and correctly. Using text to speech extension like Voice Note II can help our struggling readers and writers. Using ad blockers like Mercury Reader can eliminate distractions and leave only text and images for an easy reading of any site. These extensions and apps provide opportunities to support all learners. Assistive Technology Education, Mike Marotta exclaims, “By leveraging the power of this common browser, we can make significant customization to meet the needs of [not only] struggling students [but all our students].”

AR & VR – In my book Personalized Reading I write about augmented reality and virtual reality as an entryway for building background knowledge and expanding world knowledge. Both AR and VR allows you to explore gaming and simulations or virtual environment experiences. Metaverse Augmented Reality, Quiver for Education, Nearpod, CoSpaces and Merge Cube apps like Explorer, Dig, and Mr. Body create immersive experiences. It is not just about providing these experiences, but allowing students and teachers to create and personalize interactive learning. Check out Jen and Brian Cauthers’ resources for all things mixed reality.

Robots – I am so excited for the literacy connections between robots and my ELA class this year. I am actually getting a flock of Finch Robots from Hummingbird Robotics for my classroom in the upcoming school year. There are many robotics companies in the market today but it is the applications and connections to the learning standards that are key. In order to empower our learners as creators, designed, and engineers they will need to learn to code, build, and think outside of the box. Robotics can help us meet these objectives. Robots provide exposure to STEM activities, involving computational thinking and exploring solutions to real-world problems, along with tapping creativity. Sphero, Sphero mini, Ozobot, and Coding Mice are other robots where no coding experience necessary to use these tools.

Digital Citizenship – Richard Culatta, CEO of ISTE, said it best in his passionate plea to #ISTE18 attendees at the opening keynote in Chicago! “Digital citizenship, it turns out, is not a list of ‘don’ts’ but a list of ‘dos’,” Richard Culatta says. “And never has it been more important than it is now.” He returned to this idea in this year’s #ISTE19 since digital citizenship is essential in our world today and must be seamlessly infused it into the instructional day. BrainPOP, Common Sense Education and the Digital Driver’s License provide digital citizenship curriculum to empower students to create their own digital content to show how they’ve internalized the themes and importance of digital citizenship including the opportunity to create their own movies, text- and block-based coding projects, and personalized concept maps.

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#ISTE19

Beginning Saturday, June 22nd The International Society for Technology in Education (ISTE) kicks off its annual conference in Philadelphia, PA. This conference is the mecca of edtech. There will be over 1,400 sessions for professional development learning from coding to maker space, Google innovation, gamification, and so much more. I will be blogging from #ISTE and continue to share innovative technology and teaching practices on this blog.

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Below are the hyper doc and slide deck for my workshop Giving Voice and Power to Readers: Tools and Strategies to Maximize Learning Potential. This workshop is for educators and literacy specialists looking for digital tools and strategies to support diverse student readers. Due to the diverse readers in our classrooms, teaching reading has taken on a variety of approaches to promote literacy that not only addresses functional reading, but promotes reading in a way for students to be critical consumers of information and effective communicators. Being literate in today’s society is not merely about consumption and intake of information but about creation and meaning making.

VP Reading Hyperdoc

Access VP Reading Hyperdoc here

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Breaking Down Assignments into Manageable Tasks

I am known among my students and colleagues for assigning multistep projects and class work.

In my book New Realms for Writing (ISTE, 2019) I describe a multi genre project blending history and creative writing. For the project students find five primary sources about a specific topic related to World War II and then write five creative writing pieces that bring attention to this aspect of the war. For example, Hitler Youth, Victims of the Holocaust, Technology Advancements of WW2. This project has many pieces to complete. For students who have executive functioning challenges this project is complex and can be overwhelming. This multi genre project requires students to:

  1. Select a topic within WWII
  2.  Research their specific topic
  3. Find 5 different primary sources that enhance their understanding of this topic
  4. Articulate in writing how these primary sources help to understand this time period more deeply and uncover the complexity of WWII
  5. Write five creative writing pieces, each a different genre, to showcase their understanding of their topic and give voice to the people involved in this war
  6. Write an author’s note that outlines each of the primary sources and creative writing pieces communicating to readers the important insights gained throughout this process and project

Providing student with small, frequent, attainable goals makes larger tasks look more manageable. In order to prevents students from becoming discouraged by the quantity of work, I created a graphic organizer to help students work through the project in steps. This helps students focus on the parts of the project and increases student willingness and participation. Breaking down multistep projects also increases engagement, effort, and focus.

Multigenre Organizer & Planning Sheet
For a Copy of this Graphic Organizer click here 

Checklists are another tool to help students organize and complete multistep projects. Just like the list above of the components of the multi genre project I included above, providing students with an itemized list of the pieces of the project can be beneficial. This content accommodation provides a visual organization strategy that can be laid out as a YES/NO Checklist or using simple bullets and boxes.

Multigenre Checklist

For ALL our students to be successful we need to provide them with the appropriate scaffolds that include visual aids and are in alignment with the learning targets. Depending on the student, additional accommodations and scaffolds might include reducing the quantity of the project requirements, providing students with the primary sources and providing student models throughout the project.

Think about the students you teach. Which type of scaffolding, front-end or back-end, is preferable in helping these students meet the learning targets?

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Field Trip: George Washington’s Mount Vernon

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Photo credit: Yale University Art Gallery

In John Trumbull’s painting of George Washington the artist blends history and portrait. George Washington was the commander in chief during the Revolutionary War. This painting epitomizes heroism and nobility.

In the same Yale University Gallery, upstairs from the American paintings, stands Titus Kaphar’s Shadows of Liberty in the Modern Art Gallery with similar characters and colors. Yet, his painting tells a very different story and tone. The golden yellow cape wrapped around Washington is a shredded list of enslaved people held up with rusty nails like a collar and covering his mouth.

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You will not find Kaphar or Trumbull’s painting at George Washington’s Mount Vernon Estate, what you will find is an “authentically interpreted 18th century home,” lush gardens and groundsmuseum galleries, and immersive programs.

Mount Vernon was George Washington’s home. It was also home to hundreds of enslaved people who lived and worked under Washington’s control. In 1799, there were 317 men, women, and children enslaved at Mount Vernon’s five farms, which covered 8,000 acres. They made up more than 90% of the population of the estate. The exhibit states, “Washington’s views on slavery changed over time. Economic and moral concerns led him to question slavery after the Revolutionary War, though he never lobbied publicly for abolition. Unable to extricate himself from slavery during his lifetime, Washington chose to free the 123 enslaved people he owned outright in his will. He was the only founding father to do so.”

Both the Enslaved People’s tour and the museum gallery “Lives Bound Together: Slavery at George Washington’s Mount Vernon” offer a watered down view of slavery and set the tone that the first president of the United States had conflicting views about slavery.

George Washington, ca. 1787–1788 wrote, “The unfortunate condition of the persons whose labour in part I employed, has been the only unavoidable subject of regret.”

History is not one-sided. When teaching about this time period it is important to look at history from multiple perspectives and voices. If you are teaching this time period, here are a few additional resources to add to your repertoire about George Washington.

Born into a life of slavery, Ona Judge eventually grew up to be George and Martha Washington’s “favored” dower slave. When she was told that she was going to be given as a wedding gift to Martha Washington’s granddaughter, Ona made the bold and brave decision to flee to the north, where she would be a fugitive. 51eu07btpel._sx330_bo1204203200_

Erica Armstrong Dunbar reveals a fascinating and heartbreaking behind-the-scenes look at the Washingtons’ when they were the First Family—and an in-depth look at their slave, Ona Judge, who dared to escape from one of the nation’s Founding Fathers.

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For older students, Dunbar’s original book was a Finalist for the National Book Award for Nonfiction offering a startling and eye-opening look into America’s First Family. When George Washington was elected president, he reluctantly left behind his beloved Mount Vernon to serve in Philadelphia, the temporary seat of the nation’s capital. In setting up his household he brought along nine slaves, including Ona Judge. As the President grew accustomed to Northern ways, there was one change he couldn’t abide: Pennsylvania law required enslaved people be set free after six months of residency in the state. Rather than comply, Washington decided to circumvent the law. Every six months he sent the slaves back down south just as the clock was about to expire.

Hmmmmm, that is very sneaky, Mr. Washington! So, when teaching this time period. Let’s just be sure to paint the whole picture. We can bring in artifacts and texts from multiple perspectives and people.

In your are in the Washington, DC area, George Washington’s Mount Vernon Estate is worth visiting. Also, online there are multiple resources for teachers with lesson plans, virtual tours, a digital encyclopedia, and artifacts. For those who are fans of Lin Manuel Miranda’s Hamilton the Musical, there is a webpage on the Mount Vernon website that looks at how each song from the original cast recording relates to Washington.

 

 

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Let’s Get Ready to Battle . . . Battle of the Books

For the past three months my fourth grader has been engrossed in Battle of the Books. This annual events kicks off the beginning of March with a book party and students receiving a special package of story maps, books, and a book list. The 100 fourth graders are sent off on a mission to read as many books as possible for the battle that occurs the end of May. Each class battles against the other to obtain the title of “Book Champion” by answering questions identifying the books and authors for the 80 titles in a spelling bee – like event that parents are invited to attend with a celebration at the end.

The day of the battle, the entire fourth grade had read more than 1,400 books in that time frame and my daughter’s class of 17 students was the top class to read 509 books. For three months she was determined to read 40 books. Every night we would read an hour before bed and talk through the characters and stories. She was on a mission and the night before the final count, at 37 books she came home from school to powerhouse through three books to meet her personal reading goal. The books ranged from picture books to chapter books. I suggested reading the easiest books first (those with the fewest pages) before getting to Sharon Creech’s Walk Two Moons and C.S. Lewis’ The Lion, the Witch, and the Wardrobe. It was intense the last week of the battle.

Amazed by the excitement in the air among the fourth graders the day of the battle, I thought how can I do this in my own classroom and make the Battle of the Books relevant in middle school. Already gamifying my classroom, why not add another layer with a school year long battle of the texts.

Battle of the Books

Click on the Image to view the entire book list for the Epic Book Battle

My list contains 100 titles – some still to be determined. The books are in order of the reading and writing units we have throughout the year. You will notice that I have included poems, books, essays, TED Talks, and even podcasts. Why not include a variety of texts for students to read and engage with. My students will have a notebook specifically for their reading notes and sketch notes. The directions for the notebook are below. I am using the directions from English teacher and podcaster, Brian Sztabnik Summer Reading Assignment for his students.

For every book you read you will keep two (or more) pages of notes/sketchnoting to organize your thinking about the text.  “How you organize those three pages is up to you. I know that this is vague and undefined, but look at it another way. I am empowering you to do what you feel is right. You have the freedom to do what you want. You can create whatever you want. All I’m asking you to do is create three interesting pages of notes about your reading experience. When there are little to no rules, the possibilities are endless. It is up to you to make it awesome!”

I am planning the last Friday of each quarter to hold a battle – of sorts. In Classcraft teams students will be asked questions related to the books. The team with the most questions answered correctly will earn treasure to use in class. The 4th Quarter the entire 8th grade class will battle all their classmates. The winning team of the epic battle will earn an even bigger advantage on your final exam.

For every 5, 10, 20, 30, 40, 50, 60, 70, 80, 90 books read and notes completed, students gain XP and various prizes to be utilized in class for their benefit. The student that reads all 100 books . . .  well you will have to wait to collect your fortune! — As for my daughter’s class, there was one student who read all 80 books and won a $100 Amazon gift card. 

The energy and excitement during the battle among the fourth graders was contagious. I was amazed how many books the students read and their collaboration to work together during the battle supporting one another. This is something that I want to recreate with my students in the upcoming school year.

 

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Makey Makey Literacy Mashup

In my newest book, New Realms for Writing (ISTE, 2019) I have a chapter on poetry, video production, and hacking poetry with Makey Makey. Makey Makey are invention kits for people of all ages. The circuit boards in the kit mimic a key board and allow users to create circuits and turn anything into a touchpad. Check out the original Kickstarter video by inventors Jay Silver and Eric Rosenbaum.

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When I saw Colleen Graves, librarian, author, blogger, and maker extraordinaire describes her hacking poetry project with high school students on Twitter the possibilities of using this tool in my English classroom were endless.

Hacking Poetry means that students create interactive poetry experiences using different apps and makerspace materials. Colleen first had her students select a poem that intrigued them. They read and analyzed the poem by drawing the key images associated with poem. Having students create visual representations of the poem and the imagery in the poem requires them to think critically about the poem’s meaning and symbolism. Then, using the coding program Scratch, students recorded audio reading aloud the poem to convey meaning,  mood, and tone. Lastly, students programed the drawings to play the poems with Scratch and attached the Makey Makey alligator clips to the computer or a conductive item so the poems could be seen in words and images as well as heard and read back to the students.  

I wanted to do something similar with my 8th graders. Using poems and songs, students would first create found poems about themselves based on the self selected poems and songs. Then, students would illustrate their found poems before including the audio component.

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Graphite is a conductive ink that you can use to attach the Makey Makey alligator clips  right to the student illustrations and it works as a conductor passing electricity. The Makey Makey Booster pack comes with special pencils but I went on Amazon and purchased two boxes of Graphite 6B pencils, softer artist pencils for my students to use for their projects. 

Students created small booklets with their poems and illustrated the booklets. Later using Scratch we added music and audio to play back the poems. There are endless possibilities with the Makey Makey to combine making and writing. For example, I have seen students create interactive poster boards and display boards for research projects. Students can invent something to contribute to the world in a positive way in a design challenge. These projects require critical and design thinking, two important life skills. On the Makey Makey website you can find a gallery of projects inspired by educators across all content areas for more ideas.

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You Have to Be the Book: Live Action Role Play (LARP) for Learning

Live Action Role Play can be applied to any and all major works of literature as well as almost any content area (scientific inquiry, mathematical reasoning, stage play, history). The rules you make are your own or by others. In my gamification question I have learned more about LARPs and realize that much of the theater and reenactment we do in our classroom is Live Action Role Play. To heighten the stakes, engagement, and learning I was part of a workshop with the Kennedy Center and ArtsEdge Games. Here are some basic elements to get started in your classroom:

The participants

The Game Master – These are the facilitators of the game.

The Players – These individuals have active participation in the story, inhabiting a player character. Note that not all players have equal roles, some have different strengths and weaknesses.

How to Play

Player characters interact with the created world by declaring an action and then determining if that action is successful through the rolling of dice. This process is called an Encounter. Think of an encounter as a conflict between two entities, typical in any good story. Typical conflicts in literature include person vs. person, person vs. nature, person vs. society, and person vs, self. It also includes action and reaction.

Much like the story itself, a proper game attempts to tell a story through a succession of events, both heroic and tragic. Sometimes these events seem like random fortune, other times karma is at work, serving the player character he or she deserves.

An important part of role-playing is understanding your particular character’s motivations and what drives them to do what they can do. Certain characters are driven to their goals so deeply that a part of their consciousness is forever devoted to that cause. The goal with character creation is to design and shape a player-character that not only represents their persona in the subject text but also that fits into the structures of the game itself.

For example, Odysseus of the famed Odyssey – a man of great cunning and ingenuity, uses his intellect to overcome the many obstacles in reaching his home in Ithaca. However, Odysseus is merely a man and thus not without fault. As the greater mind of his era, Odysseus gains Advantage when using non-weapon tools or machines to overpower, kill, or deceive. At the same time one of Odysseus is tantalized by the pursuit of adventure and prestige. If faced with the possibility of fame, fortune, or the protection of his price, and he chooses against it, he gains disadvantages. Every merit is balanced with a flaw. A flaw is simply being an effect that grants disadvantage. Characters are incentivized to use inherent character traits and behave like the characters in the text. For Odysseus, his most common and frequent intent is simply to protect his men from the dangers of adventure. As the book is a “journey home” Odysseus’ standard goal is to make it back to his kingdom in Ithaca.

Inventory is an enhancement in the game. Inventory are usable items that can represent anything from money, to weapons, to social and spiritual representations. The crown of a king represents more than just ornate wealth, it is the very key to ruling people, governing, and influencing. Inventory doesn’t just add items to a player character, it might unlock events or areas, restrict behaviors of characters, change a character or change the surroundings.

LARPs can be open-ended adventure and are open to interpretation. Of course, there are more elements that you can add and build into the game and I have just give you some basics to begin game play in your classroom. For more information about ArtsEdge Games and resources,  click here.

 

 

 

 

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