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allows you to practice patterns and permutations of patterns

what if LOTR

was a textbook?

Revelation #2:

Revelation #1:

"How do I get somebody to learn something that is long and difficult and takes a lot of commitment, but get them to learn it well?"

Technology is making "content" irrelevant. It's what you're able to do with the content that's important.

We've been trying all sorts of untested strategies to improve algebra outcomes for decades, with little or no forward progress.

Maria H. Andersen

Question that game designers ask themselves ...

- Dr. James Gee

Muskegon Community College

teachingcollegemath.com

http://www.flickr.com/photos/twid/410697715/

Revelation #3:

My students, some of whom can't seem to learn algebra, CAN seem to learn complex video games that require logic, memorization, and teamwork, and strategy.

http://www.flickr.com/photos/mrjoro/89187454

FUN

http://www.flickr.com/photos/bobfoldsfive/2596985632/

Sorry bobfoldsfive, I am using this image without permission because I can't seem to log in to Yahoo to ask for permission. Please don't be mad!

-Rath Koster, A Theory of Fun

AHA!

is the brain having fun

Revelation #4:

the act of mastering a problem mentally

I can still play the video games I played when I was a child.

Munchman

Tombstone City

http://www.flickr.com/photos/table4five/2055458712

http://www.flickr.com/photos/kkseema/2042946052

they

try

over

and

over

and

over

How DO

children

learn?

they

give

it a

try

why did

you go in to teaching?

they push at boundaries

http://www.flickr.com/photos/seandreilinger/959010447

they seek patterns

http://www.flickr.com/photos/wwworks/3039389897

GAME

Waker

Flower Power

http://gambit.mit.edu/loadgame/waker.php

http://www.mangahigh.com

a simulation or a formal system where choices and rules are important

Factortris

Line Gem

http://bit.ly/9uhSJF

http://funbasedlearning.com

"The brain is made to fill in blanks."

- Raph Koster, A Theory of Fun

We tend to LIKE something if we are able to "see" the patterns in it

1

and some games get it just right

NLVM Circle Game

2

6

http://nlvm.usu.edu/en

games are exercises

for the brain

When this happens, we begin to "groove" in the patterns ... to seek them out and to expect them.

as we learn the patterns,

we seek novelty and difficulty

some games are more like puzzles

3

5

"Fun from games arises out of mastery. It arises out of comprehension. It is the act of solving puzzles that makes games fun. In other words, with games, learning is the drug."

4

- Raph Koster, A Theory of Fun

Math Baseball

Catch the Fly

Problem:

http://hotmath.com

http://www.funbrain.com/

Learning is not Linear.

Math Textbooks Are.

Multiplication "Game"

boring

http://www.softschools.com

http://xkcd.com/657

Problem:

some games just make games lame

"Boredom is the brain casting about for new information. It is the feeling you get when there are no new patterns to absorb."

We give away the

"cheat codes" for the game (algebra) up front.

- Raph Koster, A Theory of Fun

5

12

2

Problem:

28

[Video games] tend to encourage players to achieve total mastery of one level, only to challenge and undo that mastery in the next, forcing kids to adapt and evolve.

Think like a Babylonian

Inquiry-based learning is great,

in theory,

but time-consuming in reality.

- Dr. James Gee, University of Wisconsin

Wired Magazine, 2003

Babylonian

"Cheat Codes"

35

http://www.flickr.com/photos/dinah/239650274/

http://gwydir.demon.co.uk/jo/numbers/babylon/index.htm

the brain functions on three levels of thinking

Designing and using activities where students learn new concepts by actively doing and reflecting on what they have done. The guiding principle is that instructors try not to talk in depth about a concept until students have had an opportunity to think about it first (Hastings, 2006).

Inquiry-based Learning

conscious thought

See if you can figure out Babylonian without the "cheat codes"

75

[ !?*!? ]

autopilot

mathematical

assigning values

making lists

recalling facts

61

59

sorting and packaging

60

Problem:

reflexes

running "scripts"

integrative

associative

intuitive

"common sense"

"the best instruction hovers at the boundary of a student's competence"

On linear learning paths,

students often get stuck

because of one concept.

where do we want our students brains' to be?

multiplication and division of integers

- Andy diSessa, Cognitive Scientist

solving

one-step equations

x+3=6

simplifying like terms

3x+4+2x-7

a game is a delicate balance between

boredom

and frustration

addition & subtraction of integers

finding points that

fit x+y=5

absolute value

e.g. |-8|

graph an inequality on a number line

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