The many facets of teaching practice I

n our second look at pedagogy this month, Education Today speaks to three commentators to offer some ideas on new ways of engaging students through pedagogy, and to suggest ways in which practitioners can view what happens in the classroom from a different perspective.

is to introduce an element of game play into lessons.

“Games and playing games are as old as civilisation itself and at some stage in life, be it adult or child, we have all played games. “Whether this is playing football in the park, a board game at home or simple word games on a long journey, playing games is part of what makes us human. The ‘gamification’ of learning allows us to take the concepts of games, with the associated fun and enjoyment and combine this with the instruction, practice and feedback that is necessary for effective learning to occur. Such gamification results in learners becoming more engaged and importantly in them enjoying the learning process.

For Jayne Warburton, CEO Europe and Middle East at 3P Learning, the key to engaging students

“Crucially, when students are engaged and enjoying the learning process, they are typically able to focus on a learning task for longer, and are likely to demonstrate improved retention of the content they are attempting to master. This eBook is perfect for teachers that are looking to better understand the concepts behind a ‘gamified’ learning environment and are looking to integrate this into the classroom. “To implement gamification within the classroom there are several useful guidelines that should be considered:

• Start instructions with action - A long list of 28

text instructions can quickly disengage players (particularly younger students). Starting off with an easy introductory level with the aim of teaching players the game is infinitely more engaging than long paragraphs of text instructions.

• Play some games - To help to understand the dynamics and elements discussed in this eBook it will be extremely useful to simply play some games yourself and then try to identify specific elements and think about how you could use these to support the learning objectives you may want to achieve.

• Learners need to be challenged - Setting the right level of challenge in gamified learning can be tricky, but get this right and learners will enjoy the challenge set whilst working towards the learning objectives.

• Add mock risk - Adding some form of mock risk, such as moving back a space for every question answered incorrectly, can build tension and increase players’ emotional investment in the game.

• Provide an opportunity to demonstrate mastery throughout the process - It’s important that players can see the progress they’re making; this can be done in the form of progress bars, running points tallies or an avatar moving through the game. However this is achieved,

September 2017

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