I am a big fan of learning through play. It is one of the main reasons I started my after-school tabletop gaming club. But I try to incorporate meaningful play into the classroom, as well. Sometimes I am more successful than others, but I keep trying. I think students learn more effectively and retain concepts and skills longer when they developed them through a play-based structure.
Maybe this is why websites like Prodigy are so popular among students. They are practicing and developing math skills in order to level up wizards and fight off monsters. I have some students who would play Prodigy all day long if they could.
Of course, while students play Prodigy using their Chromebooks, they don’t actually play anything on their Chromebooks. I have made very clear from the start that the Chromebooks are a learning tool, not a toy, and that while there are games that can be played using them, we don’t play on them. Fortunately, most of my students readily grasped this nuanced idea and know better than to ask if they can “play” on their devices. (This is also why they know they aren’t permitted to use Chromebooks during indoor recesses, which are very much a time for them to actually play.)
But there are other ways for students to learn through playing. Today while preparing for my math lesson on determining factors of whole numbers, I realised the lesson itself was pretty dry and I needed something more engaging, more fun. So I grabbed my giant bag of base 10 cubes and a box of Ziploc sandwich baggies and got to work. I made a dozen sets of bags that just had handfuls of cubes of differing amounts tossed in them. I told the students that they were going to work with partners help me make a math game. Included with each bag was a blank half-sheet of paper folded in half. On the outside, students were to record the number of cubes. On the top half of the inside, they were to draw and label as many arrays as they could using their cubes. On the bottom half of the inside, they had to list all of the factors and determine if the number was prime or composite.
Did the room get noisy? Yes. Did some students need some extra help? Of course. Did some students mess up their first half-sheets and need new ones? You bet! Did they show an understanding of factors and how to identify prime or composite numbers by playing with small cubes? They sure did!
Tomorrow we will move on to identifying multiples of whole numbers and then we will use Kahoot! (a game-based quiz platform) to review factors and multiples before wrapping up this topic and having a formal quiz on it early next week.
How have you used gaming in your teaching?
There is a movie I have seen more times that I count that was one of my dad’s favourites, probably because it was about fishing and about a father’s relationships with his sons. (It didn’t seem to matter that the type of fishing was fly fishing, which is something my dad never, to my knowledge, did.) The movie is A River Runs Through It and it is a favourite of mine because it was a favourite of my dad’s.
There is one scene that has always stuck with me. It is when Paul is working on writing an essay for his father. Here is a clip with that scene:
What I love about these scene with the writing is that the father doesn’t care about the actual final product. What he cares about is his son taking time to write well, which involves writing, revising, editing, and rewriting until the piece is clean and polished. Paul gets frustrated at times but he perseveres in making corrections until the work is satisfactory. (And, of course, once it is, he is able to go off to do something he considers much more fun, namely, fishing with his brother!)
I was thinking about this movie this afternoon as my students were doing a math review assignment. I gave them five addition problems, five subtraction problems, and five problems that required rounding to the nearest hundred or thousand. Students were given the option of working on their own or working with a partner. As they completed the assignment, they would bring it to me check. If there were errors, I would mark which ones and then send them back to make corrections.
Some students completed the entire assignment the first time without errors. They voluntarily sought out those who were experiencing challenges and helped by explaining (not doing for them). Others needed to make corrections several times. All students were given as much time as they needed to successfully complete the assignment. Once they completed, they were permitted to either help others or use their Chromebooks to do more math on Front Row, Zearn, or Prodigy.
What I found amazing was that not a single student complained if sent back to make corrections. Nobody complained that it wasn’t fair that some got to use Chromebooks for longer than others. All students focused on doing the work they needed to do without worrying about what others were doing.
I’ve mentioned before that my goal for this year is to have a peaceful classroom that is a community of learners helping one another. Some days are better than others. But I can honestly say that this afternoon during Mathing Workshop was a time when I felt so proud of my students because they were working together, helping each other, and contributing to a peaceful classroom.
As we go on a five-day break for Thanksgiving, I am grateful today for the opportunity to work with these wonderful fourth graders who constantly challenge me to be a better teacher!
My class schedule has been fairly consistent through the year. Students knew what we were going to do throughout the day each day because I made a point to make sure we kept it that way. But as we approached the end of the semester, I knew it was time to switch it up a bit.
At the same time, my fourth grade partner and I wanted to try a new approach to guided reading / reading workshop. We put all of our students’ literacy data into a spreadsheet, organised them by different criteria and created new groups that combined students from both classrooms. We ended up wth nine groups. She takes four of them and I take the remaining five. We decided to place our literacy block in the morning after our specials (fine arts, library, and/or physical education), moving mathematics to the afternoon.
Today was the second day with this new schedule. Not only did I switch my mathing and reading workshops, I also switched students. The transition has been remarkably smooth so far! The students have readily accepted this new format and are excited to be with some of their friends from the other classroom for part of the day each day. We will be periodically reviewing the data we are collecting to see what changes should be made to groups and changing groups to allow us both to work with all of the students throughout the semester.
Having mathing workshop in the afternoon has also been an interesting change. I feel like we are not quite as pressed for time, even though we are using the same amount of time as we have before. The students seem to appreciate having a different pacing for the day. We will still be doing our inquiry workshop in the morning, too, of course, but mathing in the afternoon allows more flexibility and it means the entire afternoon is not just literacy.
All in all, I am liking how we have switched things up. Of course, this was just day two, but I am nothing if not eternally optimistic about the future!