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Virtual 3D Environments in the Classroom Play the GameMeet the Standards

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Video games. Data ... a restaurant from the bottom up - hire waiters, decorate, even cook the meals! ... This in-depth strategy game covers almost every aspect ... – PowerPoint PPT presentation

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Title: Virtual 3D Environments in the Classroom Play the GameMeet the Standards


1
Virtual 3D Environments in the Classroom Play the
Game-Meet the Standards
  • Liz Simpson, PhD
  • September 26, 2005
  • Casper, Wyoming

2
We know
  • Students learn more if they are actively
    engaged.
  • Research shows that motivation yeilds time on
    task - and time on task yeilds learning.
  • Student motivation accounts for almost as much
    of the discrepancy in student achievement as does
    measured intelligence. (Walberg, 1986)

3
We know
  • Successful instructional practices include
    making provisions for student
  • 1.    Active participation
  • 2.    Practice
  • 3.    Individual differences
  • 4.    Immediate Feedback
  • 5.    Realistic contexts
  • 6.    Social Interaction

4
  • We cannot assume that schools will naturally
    drift toward using technology effectively.
  • President George Bush

5
Our charge
  • Teach for a knowledge-based economy rather than
    an industrial based economy.
  • Transition students into an ever changing world.
  • The jobs our students will be expected to do have
    not been created yet.
  • Utilize the technology and environments in which
    our students are already engaged in learning.

6
Our students
  • Students today are online, multitasking, highly
    productive.
  • Students learn quickly, manage and are
    responsible for their own learning.
  • They are master communicators.
  • They learn in real time at twitch speed.
  • They are flexible, critical and creative.
  • They love a challenge.

7
Shared Experience
  • Language
  • Culture
  • Experience with Technology
  • How they learn
  • Video games

8
Data
  • The National Institute on Media and the Family
    reports that 92 of children, ages 2-17 play
    video and computer games (National Institute on
    Media and the Family, 2001)
  • In 2004, 100 of the college students polled in a
    recent survey conducted at 27 campuses have
    played a video game either on a console or on the
    computer.
  • (Wilkens, 2004)

9
  • Our students are gamers

10
Gamers
  • Gamers influence the present and are the future.
  • Gamers expect a challenge
  • They expect to succeed
  • They persevere and persist
  • They are goal oriented
  • They see failure as a learning experience

11
Video Games
  • Simulation video games are used by corporations
    to train their employees
  • By the military to train their soldiers and
    pilots
  • By the military to debrief their soldiers
  • It is a billion dollar industry

12
12th Graders Perceptions About School
13
Skills needed to be successful playing a video
game
  • Collaboration
  • Persistence
  • Complex problem solving skills
  • Literacy
  • Self regulated learning

14
Skills needed to be successful in school
  • Compliance
  • Punctuality
  • People pleasing skills
  • Concrete cognitive processing
  • Ability to follow directions

15
Algebra Standard 11th grade
  • Students make relevant connections among
    algebraic concepts with minor errors. Students
    utilize algebraic skills to interpret and solve
    algebraic problems. Students use mathematical
    language to communicate sound reasoning in
    problem solving situations.

16
Snapshot in action (teaching hint)
  • Examples such as mortgages and compound interest,
    rate time distance relationships, profit and loss
    could be considered.

17
Math Standards
  • Students use number and number sense and number
    relationships in a problem solving situation
  • Students apply geometric concepts, properties,
    and relationships in a problem solving situation
  • Students use a variety of tools and techniques of
    measurement in a problem solving situation.

18
  • Starting with nothing except some cash and a
    passion for food, build a restaurant from the
    bottom up - hire waiters, decorate, even cook the
    meals! Buy, build, outsell and underprice your
    competition.

19
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20
  • Create and control the business empire of your
    dreams. This in-depth strategy game covers almost
    every aspect of business that could be
    encountered in the real world.
  • Use marketing, manufacturing, purchasing,
    importing, retailing, and more to become a
    corporate CEO. Capitalism II features two new
    campaigns The Capitalist Campaign and the
    Entrepreneur Campaign plus an in-depth tutorial
    to make the most complex business strategy a
    breeze to learn.

21
Social Studies
  • Citizenship/Government/and Democracy
  • Students demonstrate how structures of power,
    authority and governance have developed
    historically and continue to evolve.
  • Culture and Cultural Diversity
  • Students demonstrate an understanding of
    different cultures and how these cultures have
    contributed to the world in which they live.

22
Emperor Rise of the Middle Kingdom, you are
transported back in time to when emperors reigned
and China was the greatest and most resplendent
power on earth. Epic in scope, Emperor spans
seven dynasties and more than 3,000 years of
Chinese historyfrom China's pre-imperial Xia
dynasty circa 2100 BCE to the Mongol invasion of
the Middle Kingdom under Genghis Khan in 1211
CE. As Emperor, you will build housing to
attract immigrants to your new city. Then the
city's workers and farmers, administrators and
soldiers will be yours to command, and you will
have the work force you need to build a
provincial city into a great metropolis. At your
bidding, legions of workers will toil to erect
walls strong enough to keep the barbarians at
bay. Under your banner, armies will march forth
to do battle with the enemy. Trade and commerce
will flourish and an army of tax collectors will
collect the taxes that are due. Schools and
clinics, palaces and gardens will embellish the
city you have built and proclaim your benevolence
to the world.
23
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24
Skill Sets (Based on National Standards for
Family and Consumer Sciences) Students will
  • Analyze career paths within the food services
    industry
  • Demonstrate business and personal financial
    management skills
  • Demonstrate an understanding of the local market,
    logistics and consumer needs
  • Demonstrate planning menu items based on
    standardized recipes to meet customer needs
  • Demonstrate design of customer space which is
    both pleasing and meets health codes and
    requirements
  • Demonstrate proficiency with the health codes
    associated with food service industry
  • Demonstrate implementation of food service
    management functions
  • Demonstrate the concept of internal and external
    customer service

25
Wyoming Vocational Standards
  • Resources Students effectively manage time,
    money, materials, work space, and human resources.

26
Wyoming Vocational Standards
  • Interpersonal Skills Students acquire and
    demonstrate interpersonal skills necessary to be
    successful in the workplace

27
Wyoming Vocational Standards
  • Information Students acquire and use workplace
    information

28
Wyoming Vocational Standards
  • Systems Students demonstrate an understanding of
    how social, organizational, and technological
    systems work.

29
Wyoming Vocational Standards
  • Technology Students demonstrate the ability to
    use a variety of workplace technologies.

30
Wyoming Vocational Standards
  • Careers Students develop skills in career
    planning and workplace

31
Lets Play
  • Get into groups of 3-5
  • Find a computer for your group
  • We will work on a modified (shortened) version of
    Activities 2 3

32
Activity
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