CEP 811 Learning Theory

I have designed a game with my maker kit “Squishy Circuits”.  I made a coordinate grid out of a Stratego board using LED lights from my maker kit.  The game is designed so that students draw an index card with an order pair on it and then touch the “wand” to the correct light on the coordinate plane.  The light will light up a certain color and if the color matches the color on the back of the index card they are correct!

2014-07-13 16.09.54  Order Pair (2,2)

Research to support my game.

In Richard Culatta’s 2013 TED talk,  Richard talks about grades being too late for students.  Once the students receive their report card there is no room for improvement or for the student to learn what they didn’t master.  Richards says we need to re-imagine learning and personalize it using real-time feedback.  He provides a few examples of how teachers can provide feedback to students using technology.  One school had students take formative, three question test and used that data to provide the schedule of what they needed more help on.

In my game the students receive immediate feedback to whether they have picked the correct ordered pair.  If they confuse the coordinates they can reevaluate their choice and pick the correct order pair.

According to Margaret Heritage, feedback is a crucial competent of formative assessments (Heritage, M, 2011).  Feedback helps teachers adjust their instruction to help students that did not understand the material.  Formative assessments give teachers evidence of students learning.  Feedback also provides students with their current learning status so they are able to be accountable for their learning.

In my game students receive immediate feedback, they either matched the correct color or they did not.  They are able to fix their mistake and learn from their mistake.

Social cognitive theory of self-regulation, self-efficacy, and achievement goals play a role in my game.  Dale Schunk states, “Self-efficacy sustains motivation and leads learners to establish new goals when they master their present ones ( Schunk, D., 1996).”  Students set goals for themselves and work to achieve them.  In order to achieve their goals they need feedback.  In the coordinate plane game students may set a goal to master all light bulbs.  They would be responsible to keep track of their correct responses.

I need to make a few revisions to my game. I believe that I need to add enough lights to cover the whole board I only have eighteen lightbulbs.  Once I add more bulbs I will have to make more index cards too.  I may also make another version of the game using different rules.  Instead of losing your turn for not picking the correct ordered pair maybe assign points based on how many guesses it may take the student to get the correct order pair.

 

 

References

Culatta, R. (2014, July 14). Reimagining Learning: Richard Culatta at TEDxBeaconStreet. [Video File]TEDxTalks. Retrieved from http://www.youtube.com/watchfeature=player_embedded&v=Z0uAuonMXrg

Heritage, M. (2011, April 1). Formative assessment: An enabler of learning. New Horizons. Retrieved from http://education.jhu.edu/PD/newhorizons/Better/articles/Spring2011.html

Schunk, D.H. (1996, October). Self-Evaluation and Self-Regulated Learning

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