[PPT] - GAME ON! Di ff erentiate in the classroom through games MARIBETH PowerPoint Presentation

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GAME ON!

Differentiate in the classroom through games

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MARIBETH PLANKERS, MS CCC-SLP

Minnesota State University Moorhead

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A STORY TO SHARE

A Passion for Games

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POWER OF GAMES

Collective Intelligence

http://news.stanford.edu/news/2013/march/games- education-tool-030113.html

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WHAT DO GAMES DO TO OUR BRAINS?

➤ Develops non-cognitive skills ➤ Shows patiences and discipline ➤ Addresses behavior ➤ Motivates by game directives and read above grade level ➤ Builds for engagement ➤ Allows students to make choices ➤ Sets up interaction ➤ Creates verbal and/or nonverbal turn taking ➤ Requires and develop problem solving ➤ Determines expectations

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“

➤ Games may provide the most crucial learning for

human: persistence, risk taking, collaboration, and problem solving.

R.F . McKay, Standford News, 2013

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LET THE GAMES BEGIN!

http://youtu.be/ztUiXjq5I00 http://youtu.be/ztUiXjq5I00

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FIVE CATEGORIES THAT ALIGN WITH ENGLISH LANGUAGE ARTS STANDARDS

➤ 1. Narrative Language ➤ 2. Vocabulary and Spelling ➤ 3. Direction Following ➤ 4. Social Communication ➤ 5. Problem Solving

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NARRATIVE LANGUAGE

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NARRATIVE INCLUDE :

➤ 1. Characters(s) ➤ 2. Setting ➤ 3. Problem(s) ➤ 4. Complications while solving the problem ➤ 5. Solution(s)

Language is the the vocabulary, morphology, memory and the syntax required to tell the story.

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➤ 1. Students will analyze picturebooks that have well

developed characters and well defined story plots.

➤ 2. Students will identify the story elements. ➤ 3. Students will retell their story through a preferred mode,

ranging from no-tech to a level of technology preference.

Lesson Plan

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DIFFERENTIATING NARRATIVE LANGUAGE ACTIVITY

Good Night Gorilla

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FULL ROOM PARTICIPATION

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TOOLS FOR NARRATIVE STORYTELLING

➤ Pictionary ➤ Comics ( no-tech to

high-tech)

➤ Sticky note paper ➤ Applications: Storykit,

Storyboardthat, Write About, Story Grammar Marker, Pictello

➤ Websites: Tar Heel

Reader, storyshares.org

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VOCABULARY AND SPELLING

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RECEPTIVE AND EXPRESSIVE VOCABULARY

➤ Refers to all of the words in a person's language ➤ Includes words that one can comprehend ➤ Vocabulary we can respond to, even if we can't produce the

word

➤ Receptive language is much larger than expressive language ➤ Bank of words ➤ Receptive vocabulary=Listening vocabulary ➤ Focus for listening comprehension ➤ Expressive language allows one to put to use vocabulary

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➤ Students will practice vocabulary words throughout their day ➤ Design a vocabulary resource related to lessons across subject

areas, personal interest, literacy selections

➤ Talk about words ➤ Teach others ➤ Display vocabulary ➤ Address root words ➤ Add prefixes and suffixes ➤ Read, read, read....

Lesson Plan

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TOOLS FOR VOCABULARY

➤ Visual learners should: ➤ Use post it notes ➤ Play Post-it vocabulary memory games. ➤ work with various word puzzles. ➤ draw pictures of words often. ➤ Auditory learners should: ➤ read the words and definitions aloud. ➤ record themselves saying the words and definitions.

They should then playback these recordings.

➤ Kinesthetic learners should: ➤ look at the word and definition . Cover up the word

and definition. Then, try to write the word and

definition. Students should then check their work

and repeat.

➤ make their own word puzzles and collaborate with

visual learners.

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TECH TOOLS FOR VOCABULARY

➤ Vocabulary Spelling City

(website/application)

➤ Vocabulary Builder from

Innovative Net Learning Limited

➤ Word A Day ➤ WordFoto ➤ Word Collage ➤ Auto Rap ➤ Mad Libs

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DIFFERENTIATING VOCABULARY

Auto Rap

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TEAM NEEDED

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DIRECTION FOLLOWING

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SEQUENTIAL DIRECTION FOLLOWING

➤ Develops joint attention ➤ Increase listening skills with motivation ➤ Gives a purpose and focus ➤ Provides routine and predictability ➤ Produces a sense of calm for some ➤ Influences how we learn ➤ Allows tasks to be broken down ➤ Creates independence ➤ Gives life long learning

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➤ This activity is designed to challenge students to listen closely

to directions and complete tasks in the correct order.

➤ Students will put in order the pattern of sequence using

hands on or electronic access.

➤ Once the student has completed the sequential pattern, they

will tell the events of the sequence.

➤ Self check will occur visually and auditorily. ➤ Carryover of the task will involve the student telling and/or

role playing a routine task.

Lesson Plan

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DIFFERENTIATING DIRECTION FOLLOWING

Boomwackers

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8 PARTICIPATES NEEDED

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TOOLS FOR DIRECTION FOLLOWING

➤ Numbering/shapes/steps ➤ Photos ➤ Picture communication

symbols Boardmakeronline

➤ Game playing ➤ Graphic organizers ➤ Note taking ➤ Manuals ➤ Construction of a task

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TECH TOOLS FOR DIRECTION FOLLOWING

➤ Colorcard applications ➤ Comics ➤ Narrative applications ➤ First Then ➤ Various sequencing apps ➤ Writing applications ➤ Dictation applications ➤ Text-to-speech applications ➤ Explain Everything ➤ Videolicious

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SOCIAL COMMUNICATION

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SOCIAL COMMUNICATION

➤ Refers to the skills needed when using language to

communicate and engage with others

➤ Involves the key to developing and maintaining friendships ➤ Builds a strong social support in life ➤ Benefits interactions with others ➤ Defines the key to human interaction ➤ Includes both verbal and nonverbal communication ➤ Informs how we feel ➤ Interprets how others feels

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➤ What is friendship: ➤ Students will receptively and expressively identity

characteristics of friendship

➤ Students will listen to a literacy selection ➤ After discussing the book, students will list the expected snd

unexpected qualities of a friend

➤ Students will reflect through role play and video modeling

expected and unexpected behaviors of friendships

Lesson Plan

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DIFFERENTIATING SOCIAL COMMUNICATION

Role Play Expected and unexpected

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SIT BACK AND RELAX

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TOOLS FOR SOCIAL COMMUNICATION

➤ Video tools ➤ Charades ➤ Role play ➤ Video modeling ➤ Expected vs unexpected ➤ Speech Bubble ➤ Team building activities ➤ Barrier games ➤ Ned's Head ➤ Scavenger hunt

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SOCIAL COMMUNICATION APPS

➤ iMovie ➤ Social Skills Builder ➤ My DPS (web based also) ➤ Preferences ➤ Social HD ➤ Social Stories ➤ Social Adventures ➤ Between the Lines ➤ Let's Use Language ➤ Pragmatics

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PROBLEM SOLVING

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PROBLEM SOLVING

➤ Identify if a problem exists ➤ Determine the cause ➤ Establish possible solutions ➤ "Big" problem vs "little" problem ➤ Process sequence of events to handle the situation ➤ Plan for future issues ➤ Secure safe people and places

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➤ Students will determine for following: ➤ Predictions ➤ Inferences ➤ Determine problem ➤ Solve with solutions ➤ Considerations and options ➤ Reflection on choices/decisions ➤ Follow through with communication

Lesson Plan

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DIFFERENTIATING PROBLEM SOLVING

Inferential and Problem solving

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ROOM PARTICIPATION DIVIDE INTO TEAMS

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TOOLS FOR PROBLEM SOLVING

➤ Guess Who, Guess Where ➤ Clue ➤ Card games ➤ Expected vs Unexpected ➤ Utilize prior knowledge ➤ Make inferences ➤ Deductive thinking ➤ Make inferences ➤ Consider if a problem exists ➤ Determine probable solutions

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APPLICATIONS FOR PROBLEM SOLVING

➤ Autism and PDD Reasoning

and Problem Solving

➤ ABA Problem Solving What

does not belong

➤ Kindergarten Apps ➤ Super Duper Apps ➤ Inference Ace ➤ Inference Clues ➤ Decision making games ➤ Toontastic apps

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WRAP UP

➤ http://

www.instituteofplay.org/ about/context/why-games- learning/

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THANK YOU!

Happy game playing!