Gstanley Gamifying the ELT Course Book
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Gamifying the ELT Coursebook - a presentation given online for the VenTESOL congress May 30th 2015
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Gstanley Gamifying the ELT Course Book
- 1. Gamifying the ELT Course Book VenTESOL Venezuela, 30th May 2015 Graham Stanley - graham.stanley@gmail.org http://www.slideshare.net/bcgstanley/
- 2. Computer games and language aims http://www.digitalplay.info/blog/ http://www.deltapublishing.co.uk/titles/methodology/digital-play
- 4. There are 1 million gamers in UK Average young person in UK will spend 10,000 hours gaming by the age of 21* *Jane McGonigal - Reality is broken Why digital games?
- 5. Beyond Two Souls (2013) Why digital games?
- 7. http://www.onlinebadgemaker.com/ BPL (Badges, Points, Leaderboards)
- 8. BPL (Badges, Points, Leaderboards)
- 10. BPL (Badges, Points, Leaderboards)
- 14. No computers
- 17. Adrian Underhill & Jim Scrivener: http://demandhighelt.wordpress.com • Are our learners capable of more, much more? • How can I push my students to upgrade their language and improve their skills more than they believed possible?
- 18. Demand High Speaking with a digital game http://pencilkids.com/droppygame.html http://demandhighelt.wordpress.com/
- 24. Now describe the five images to your partner as best you can
- 25. a) Can I have a volunteer to describe the first image? b) Does anyone have a better description?
- 31. Results “I think it went very well. It’s the kind of lesson you can make last a bit longer, or cut it short …to your needs. I thought it was very good the way the lesson was structured. In terms of classroom management, it was very easy to keep on top of the class because they were engaged not just by the game itself, but by the first part too. It also encouraged lots of language from the students. “ – Teacher involved in project
- 32. Multiple computers, one game www.bubblebox.com/play/adventure/1747.htm
- 33. The aim of the game : The learners predict what to do with a list of pairs of game objects, check their answers by playing the game and then write down the answers using the passive voice. Prepare to play: Choose an adventure game and start playing it. As you play, make a note of what you do with the objects that appear in the game (or use the walkthrough to save time) and produce a list similar to the example below. Make a copy of this list for each learner. You will also need to use online dictionaries. Play: Hand out the list of objects and tell the learners they are to guess how they are used together in the game. Ask the learners to talk together in groups of three and to use the online dictionaries to find out the meaning of the words they do not understand. After fifteen minutes, stop them and ask them to tell you what they think the relationship is between each pair of objects in the game: e.g. I think you use the hairpin to open the shed, etc. They then play the game together. The game should be easier to play because they know which objects they need to use together, but if they get stuck, encourage them to read the walkthrough to find out what to do next. Finally, once they have played the game (or part of the game if it's long), ask them to look again at the pairs of words and to write about them. Encourage the use of the passive voice here: e.g. The hairpin is used to open the shed, etc. Play on: The learners can continue playing the game and finish off writing passive sentences about the objects. www.bubblebox.com/play/adventure/1747.htm
- 35. Finding and using a walkthrough http://jayisgames.com/archives/2010/04/hetherdale.php#walkthrough
- 36. Escape the room games Multiple computers, multiple games
- 37. Gap fill for vocabulary / grammar
- 38. Relay reading
- 39. Jigsaw reading
- 41. Live listening The Viridian Room “Now when you lift the waste-paper basket, you should see a lighter underneath. Pick it up and then move to the kitchen and open the fridge again.”
- 44. “What should we do? Stay in or go out?” “Shall we listen to some music?” “What do you want to do now?” Watch and say
- 45. Listening/ questioning “So, the squirrel has stolen your crisps? What are you going to do now? Well, why don't you try looking at the Bookcase to see if there's something There to help you?”
- 46. Procedure and practicalities learner grouping – pairs or groups use hand-outs – clear instructions / task teacher uses game guide (walkthrough) encourage use of English during computer use learners explore, examine and pick up objects pause game and reflect on puzzles together those who solve puzzle tell whole class discuss where they been and what seen authentic information gap activity
- 47. Gamification of Classwork/Project work
- 49. learners create islands in groups then teacher scans copies of learners’ drawings Teacher traces over the scanned drawings using IWB software Procedure
- 55. Further Reading: Game-Based Language Learning Mawer & Stanley (2011) Digital Play http://www.deltapublishing.co.uk/titles/methodology/digital-play Reinders (ed.) (Palgrave, 2012) Digital Games in Language Learning and Teaching Sykes & Reinhardt (Pearson, 2013) Language at Play: Digital Games in Second and Foreign Language Teaching and Learning
- 56. Further Reading: Game-Based Learning Bartle (New Riders, 2004) Designing Virtual Worlds Gee (Palgrave, 2003) What Digital Games Have to Teach Us About Learning and Literacy Gee (Routledge, 2004) Situated Language and Learning: A critique of traditional schooling Gee (Peter Lang, 2007) Good Video Games + Good Learning: Collected Essays Gee (Common Ground, 2005) Why video games are good for your soul Prensky (Paragon House, 2001) Digital game-based learning Prensky (Paragon House, 2006) Don't Bother Me Mom – I'm Learning!