Gaming - Parent Questions

How much is too much?

During a normal school week, during term time, spending about 2 hours per day on screen for recreation (not including homework screen time) is normal; and I would expect this time to easily double during holidays/weekends. An important point to consider here is that we should not treat screen time as different to any other time, it is the activity that is essential to consider, not the medium they are using. For a more authoritative position on this, here is a link to the updated guidelines from the AAP:

http://www.aappublications.org/content/36/10/54.full

http://www.theatlantic.com/technology/archive/2015/11/why-parents-shouldnt-feel-technology-shame/414163/

What age is appropriate for a child to play video games?

Whenever considering questions of this nature, I find it helpful to think of the activity of gaming as being more akin to a sporting activity, like football, or swimming—they are similar in many ways.

Bearing this in mind, then the answer is, ss soon as they are able to—this is another example of 'media bias'; do we ask what age children should be allowed to read? watch TV? play outside? The answer is the same for all of these, as soon as they want to/are able to. The question is not when, but what; what games, books, video, kinds of play are appropriate? And as with all of these forms of media, most of them will require parental assistance at early ages.

Do you have any helpful guidelines that will practically help my child to control their consumption of the games ?

Again I have to caution parents on media bias with this kind of question; do they ask these questions about controlling their child's consumption of books? Watching video? Their time spent playing outside? With any happy, healthy lifestyle, balance is always paramount, and I would advocate balance between all of these valuable ways to spend time in recreation. I encourage balancing active recreational activities with passive recreational activities, ie reading books balanced with watching video, playing video games in the 'virtual world' balanced with playing outside or the 'real world'.

What games do you play?

I am personally not keen on multiplayer games, perhaps a sign of my age, as I rarely encounter any students who have a similar predilection. I engage in video games in a similar way to that of other forms of media like books and films and, as such I like my games to be very strongly story driven, with a powerful narrative elements, utilising a single player format with a preference towards action adventure games. A list of my favourite games would indicate a very strong bias towards this genre eg Zelda, Uncharted, Half-life, Tomb Raider, Skyrim, The Witcher, Assassin's Creed, Bioshock, Dragon Age, Mass Effect, Batman Arkham, Shadow of Mordor, Uncharted... there are many more!

Don't games sap a child's imagination?

I have yet to encounter any authoritative research that makes this case, although I would say it is unfair to expect a genre like gaming to provide exactly the same kind of cognitive experience as that of other forms of media, which is why I strongly advocate for children to engage with many different types of media as a part of their recreational life. My question in response to this is, do you ask the same question of the other active recreational pursuits such as football, skiing, tennis, swimming et cetera? Do you believe participating in sports 'takes away' imagination? Do you believe this is a relevant question to pose in the context of these kinds of active pursuits? I do not believe they are. I do not believe that active pursuits like sport and gaming are pursuits within which you can expect ‘imagination’ to be engaged in the same way as it is when someone is, for example, writing a story or constructing a narrative in their heads as they are reading a book.

Why do games always involve shooting, fighting, conflict, etc?

I think the answer to this is simple, although you may not like it… conflict is a core element of any media narrative, and it takes many forms, some of which will be shooting, some fighting, almost all of which ultimately result in some form of victory or loss. Again I appeal to a comparison with other active forms of recreation; do you really think anyone would enjoy playing a sport where there was no rivalry? no winner or loser? Even if this is you losing against your previous performance? I doubt it very much, this appears to be very much a part of the human condition. I think you would struggle to find a great story in History that does not require conflict to be a major theme, again please let us not single out games the criticism in this area, but let us subject all forms of media to the same scrutiny. So a better question would be, why do books, films, always contain conflict? I think that is a question for a psychologist. 

"Conflict is the essence of drama and all literary fiction requires drama to please the reader and to succeed as a story. At the story core, conflict is the momentum of happening and change and is crucial on all levels for delivering information and building characterization. Conflict is the source of change that engages a reader, and in a story, conflict and action does what description and telling of feelings and situations do not."

http://www.storyinliteraryfiction.com/essays-on-writing/conflict-in-literary-fiction/

​Is TF2 ​[Team Fortress 2/Overwatch - a shooting game] ​appropriate for 12 year old child?

I believe that ​it is,​​ as it falls​ into the category ​that​ I ​describe as ​"​cops and robbers" ​games, ​or​ ​"wild west" ​violence where there is​ a great deal of​ shooting, ​but there is ​little or no blood. In this game the entire ​arena is cartoonish and certainly not photo realistic.​ Regardless of your personal qualms, I think you need to accept that, especially for boys/men, shooting is inherently fun; whether that is paintball, archery, airgun pellets shooting cans off walls, or peashooters, there seems to be something built into the human psyche that finds this fun. I know I do!

This is of course also a parenting choice, and you would need to make a choice that is consistent with your advice to your child in other forms of media; so if you do decide that this level of violence is inappropriate your child, you should also ensure that you are consistent in this standard across the other forms of media that your child enjoys, specifically the books to read and the videos they view.​ Finally, whenever these questions arise it is a good idea to consult websites like those I've listed below to get parental reviews and other parental opinions. Also look at game footage in YouTube so that you can see yourself how the game plays in terms of the appropriateness of the content.

http://www.everybodyplays.co.uk/parents-guides/

https://www.commonsensemedia.org/game-reviews

Which console do you recommend for kids below 10?

I'm conscious that as my current console is a PS4 so my recent experience with games is oriented to that platform, added to which, my own kids are now much older, so my awareness of games is more attuned to older gamers. All of that said...

The most obvious choice is the Wii U, or the Nintendo Switch (which has parental controls) the most 'family' oriented console.

Unfortunately many families buy the console, and then fail to buy the best games for it. So whatever you do, don't fall games that 'look' good, only go for games that also have an excellent reputation. How? Using sites like:

http://www.everybodyplays.co.uk/game-finder/


For example, my search for games for an 8 year old brings up:

http://www.everybodyplays.co.uk/game-finder/WiiU/games-for-an-8-year-old/low

I'd stick with only 4-5 star reviews. Even then, once I'd found a game that looks appropriate, I'd cross reference it with other sites like Metacritic to make sure it really is as good as they say. For example everybodyplays recommends Yoshi's Woolly World, with 5/5, metacritic says 75/100 - that's still pretty impressive, so assuming you like the sound of the game, go for it.

For whole family fun, it's hard to beat Mario Kart, but Nintendo in particular have always been good at catering to 4 at once, more than that is difficult, as long as you have a big TV!

You'll notice that if you do the same searches for games on the PS4 there will be far fewer titles, but no matter your console choice there will be something that fits. Also bear in mind that there are games that are not designed for kids, but that kids would still love although they'd need help from mum or dad to play it, on the PS4 that includes games like Journey, Flow, Fez, Flower ...

To sum up - compare game reviews for parents with other game review sites, I'd recommend these 3:

http://www.everybodyplays.co.uk/game-finder/

https://www.commonsensemedia.org/game-reviews

http://www.metacritic.com/game

​

How do you teach your children not to play games during class/homework? What if they always get distracted because the game is so good?

This is not really a question about video gaming, it is more question about parenting, and it is not really a new problem. As long as there have been activities that are preferable to other activities there are always tensions between parents and their children in terms of managing these temptations.

The alternative could be an attractive girl/boy, best friends, new bicycle, even climbing a tree, most of these things would be preferable to doing homework, it just happens that video games have been added to the tempting list. As with all of these distractions you will need to work out reasonable compromises with your children that involve them committing to a certain in amount of time on the thing they don't want to do before you give them time to do the things they would rather do.​..

What if they start playing with strangers on a server?

What if they start playing with strangers in a playground? Again there is no need to select video games servers for special treatment, all a video game server is is a digital version of a playground, in this regard is subject to the same kinds of opportunities and challenges as​ a​ ​'​real-world​'​ playground.​ With the possible exception of the fact that in a digital playground they cannot actually be physically hurt, although the possibility of the emotional trauma due to emotional abuse is just as likely if not more so, if the server is not supervised or moderated.​

As long as you keep in mind this consistency in terms of an analogy you should do well, because the same expectations apply. Your child should make responsible choices about the spaces they choose to play in. If they find that there are people in that space who not playing nicely they should politely asked them to stop, if they do not do so, then they should report the behaviour to a moderator (the kids call these 'mods', the equivalent of playground supervision) then they should leave and play somewhere else. There are many online servers available for multiplayer gaming, many are designed specifically for adults, but they also exist for children. Of course the kind of behaviour tolerated in an adult server will be very different to that on a server set up for children, just as you would expect if your child attended an adult football game, compared to a local children's playground. It is generally the case that kids are aware of a range of servers (digital playgrounds) that they use, and in my experience they are generally quite adept at making responsible choices, after all no one really wants to play in an environment that is abusive or aggressive.

My son wants to play a game called 'Uncharted 4'. I looked it up on the sites you suggested, and have mixed feelings... 

However, I am open, but would also want him to try out more appropriate educational strategy games. You mentioned the Legend of Zelda, but it looks like that this is not available on PS4. So, long story short, may I trouble to ask you:
- whether you have a view of the game
- whether Zelda is indeed not available on PS4
- what games you would propose a 13 years old former Eragon reader looks into

The Uncharted series is absolutely outstanding, so if he is going to play it, he should really start at beginning, the first 3 games can be downloaded from the PlayStation Network Uncharted: 'The Nathan Drake Collection'. As for appropriateness, there's no swearing, violence is of the 'cops and robbers' variety, ie not gratuitous. Again, commonsense media's rating is not much use, but the parent reviews are, I would wholeheartedly agree with this assessment:

"This game contains 3 amazing adventures that have won tons of awards. My 10 year old nephew plays and loves this game. There is no sex and language is occasional and mild. Violence is cinematic. In the second game, the opening scene shows protagonist on a hanging train off an exploded track. He has blood on his chest and his face. Blood splattering isn't present. Most of the game is spent scaling cliffs and hand to hand combat. Guns are an option but it is nonviolent and non bloody. The game is like an adventure movie with tons of action. It is similar to Indiana Jones and Tomb Raider. 10-11+ depending on how protective you are."

https://www.commonsensemedia.org/game-reviews/uncharted-the-nathan-drake-collection/user-reviews/adult

The actual review from commonsense is useful, as long as you rely on that, and not on their rating, I’d say it’s fine for kids aged 10+:

"Parents need to know that Uncharted: The Nathan Drake Collection is a compilation of three third-person-shooter games starring charismatic treasure hunter Nathan Drake. Play comprises a mix of exploration, puzzle solving, and frenetic melee combat and firefights. Nathan uses a variety of weapons to shoot and kill hundreds of ill-meaning human enemies over the course of all three games, rarely expressing remorse over his actions. He's also a very likeable guy who generally tries to do right by his friends and those he cares about. His romantic relationships, while an important part of the narrative, result in nothing more physical than kissing and a bit of innuendo. Light profanity occurs occasionally in dialogue, and a major character is fond of cigars."

So if you'd allow your son to watch an Indiana Jones film, or even James Bond, and allow him to read Eragon, then I don't see why you'd say no to this. If you're still unsure have a look at some gameplay footage on YouTube, watch it with your son, and have an honest conversation about it, tell him your concerns, and encourage him to reassure you ... if he can!

Yes, as you are correct, the Zelda series of games are exclusive to Nintendo, they are so good that it is common for people to purchase the Wii U, just so they can play those games, I did! to be fair the same is true of the Uncharted series, a Playstation exclusive.

The Zelda games were/are such a such an industry defining tour de force, that they have had a massive influence on pretty much all the 3D action adventure role playing games that followed, none that can match the originals, but even close is amazing.

Games that emulate the genius of the Zelda games - exploration, puzzles, boss fights, story, epic scale, legendary status, 'good' central hero, 'puzzle box' level design, ... are:

• Beyond Good and Evil
• Okami
• Darksiders
• Portal 2

Unfortunately all only on the PS3! There are rumours that Sony are going to enable the PS4 to play PS3 games, we await with baited breath!

But all's not lost, there are still many great games that employ similar game mechanics to the Zelda games on the PS4, unfortunately a few of them are not appropriate for Grade 7 students to play, (like The Witcher, and Dark Souls)... But I would recommend the following, 3rd person action/adventure games:

• All the Batman games, Arkham Knight et al.
• Dragon Age: Inquisition
• Ratchet & Clank
• Any Assassin's Creed game, but especially Black Flag IV (you can turn blood off in settings)
• Tomb Raider

My presentation and the related content is available here: bit.ly/uwcgaming

Tech Enhanced MindMaps

Mindmap Methodology via Examtime

Mind maps are such flexible, powerful ways to represent learning, and yet I rarely see them used. I think one thing that probably puts people off is they think they might as well just use paper, and I too once thought this... I was wrong.

Shifting mind maps to a screen drastically changes what you can do with them—so when you ask students to mind map on a screen, don't just ask them to replace what they can do just as well with paper mind maps—use SAMMS to transform them, so they are used in ways that can’t be replicated using static media like paper:

Situated Creativity

Online or 'cloud based' mind maps can be worked on in groups, synchronously and asynchronously - collaboratively or cooperatively, a seamless blend of classwork/homework. This means that rather than the tedium of teachers collecting in the work regularly to 'mark' the can view any of them, at any time, anywhere.

Accessibility

Smart web search for images to illustrate stages - combine with smart use of unit keywords (process, source) to really empower inquiry, eg students can clarify the understanding of essential words and terms by adding images that to illustrate (not just decorate) their maps; eg students learning about the process of how chocolate is manufactures can add an image that illustrates “chocolate process” or ‘chocolate source” to amplify the meaning of key ideas with images, and even videos. Terms that are ambiguous or confusing for the student can include a simple definition (in Google just type define: ). The treasure trove of knowledge that is the internet becomes a cornucopia of content to simple and easily make a mind map a glorious representation of that students expanding understanding.

Mutability

This is probably the most powerful enhancement of mind mapping on a screen. The mind map can be evolve, so it a form of assessment I call an ‘ongoingative’, in that it starts as a pre-assessment, gets used formatively throughout the unit, and ends up becoming a summative assessment. A much more natural, nonlinear, ‘organic’ way to organise ideas—starting very simply with initial ideas and understanding (pre-assessment), then revisiting the same mindmap regularly (once a week?) taking screenshots of the changes/evolution over the course of the unit.* Another factor here is that, unlike with the paper equivalent, ideas can easily be dragged and dropped, disconnected and reconnected, moved and removed as the overall map becomes more focused and as a clear structure emerges. Also, on the screen there is no need to be confined to the limits of a page, they can allow their mind map to expand in any direction their thinking takes them. The examples below (Rewind, Review, Reflect) shows how this works in Mind Meister using the history tool to review a process that took weeks in minutes.

Multimodality

At the end of the unit, the screen shots of the mind maps over the previous weeks can be turned into a screencast with the student reflecting on their learning. In iOS Puppet EDU makes this very easy, or use Quicktime to narrate a sequence of screenshots. Alternatively kids could use PicCollage to make a montage of key screenshots of a LJ post, with some text to summarise their learning? Mind maps like Mind Meister incorporate a Prezi like presentation mode, that allows the students to guide the audience/teacher through the elements that are most essential, they can even add a narration using an app like QuickTime - see the 'Reflect, Present, Narrate...' example below.

Socially Networked Activity

Mid unit reflection, kids can share their on going work in a multiplicity of ways, from sharing their mind map with their peers to facilitate collaboration or cooperation, or as simple as posting a screen capture of the most recent version of their mind map to share with the class, either via a class online space, or a Padlet et cetera. Peer to peer feedback, mediated by the teacher.

An Example from Grade 3

Michael Wheeler worked though a unit with his class that really exemplifies how well this approach works. Over the course of several weeks the mind map/concept map became a repository for recording and reflecting on their learning experiences throughout the unit; special guests, website info, BrainPop activities and videos, educational interactives—all summarised and and mapped in relation to three essential understandings. 

Rewind, Review, Reflect

This video powerfully demonstrates the 'history' tool, which effectively allows the students to rewind the map, and review the entire process of learning and inquiry captured over the preceding weeks.

Reflect, Present, Narrate...

The screen captures below demonstrate the final stage of the project, where each student was able to turn this formative record of learning into a summative presentation with a few clicks, this was then used to record a screen narration where the students reflected upon their work, by summing up the overarching understandings from the unit, not just narrating the text on the screen.

Grade 5

Across the Curriculum

Mind maps can be used for:

• problem solving - WWWHWW
• outline/framework design
• structure/relationship representations
• marriage of words and visuals
• condensing material into a concise and memorable format
• Project management 
• Book/film/unit summaries
• Word study - spellings, forms, etymology, patterns/conventions/connections
• Brainstorming (ideation)
• Knowledge management (including pre assessment) 
• Planning 
• Ongoingatives 
• Connections between concepts, ideas, knowledge, skills. 
• Maths strategy representations and connections, and/or process stages/steps

Concept maps vs Mind Maps

Technically mind maps differ from concept maps in that mind maps focus on only one word or idea, whereas concept maps connect multiple words or ideas. Also, concept maps typically have text labels on their connecting lines/arms. Mind maps are based on radial hierarchies and tree structures denoting relationships with a central governing concept, whereas concept maps are based on connections between concepts in more diverse patterns. A concept map is a way of representing relationships between ideas, images, or words. In a concept map, each word or phrase is connected to another and linked back to the original idea, word or phrase. Concept maps are a way to develop logical thinking by revealing connections and helping students see how individual ideas form a larger whole.

A Mind map reflects what you think about a single topic, which can focus group brainstorming. A Concept maps are more free form, as multiple hubs and clusters can be created, unlike mind maps which fix on a single conceptual centre. The reality is that I doubt many people really care about the semantic differences, my mind maps also exploit the features of concept maps, or maybe it's vice versa? The point is that this model is versatile and dynamic, it can be whatever you want it to be. This is a sentiment clearly echoed by a passionate advocate of this way of working, Ken Robinson; who gives the following, practical advice:

There is no wrong way to create a mind map as long as it makes sense to you. Mind mapping offers you a lot of creative freedom and can open whole new ways if thinking. Here are some of the main principles you to keep in mind as you practice mind mapping: 

• Use single words or very short phrases for each line. Remember, this is a visual as much as a verbal system.
• Form organic connections.
• Use a variety of colours throughout the mind map. Colours give the map visual appeal and they help to identify different levels and types of ideas."
• Each keyword or image should have its own line. 

Finding Your Element, pp 11-12

Key Concept Mind Maps

No need to look far for the a set of powerful single words that can form the basis of a concept map in any curricular area, some or all this essential 8, I call, '2Fs, 3Cs, 2Rs and 1P' are all you need:

• form - define it, what is it?
• function - how does it work?
• causation - why is it like this?
• change - how is it changing?
• connections - how is it similar to other things?
• responsibility - what do you/we need to do about it?
• reflection - how do you know what you think you know is true?
• perspective - what are the possible points of view?

Key concept starters in Popplet

Key Concepts in Mind Meister

Some Suggested Tools

For the reasons outlined in this post, mind mapping tools that are situated online make the most sense, top of my list for these is Popplet, followed closely by MindMeister, which has the added advantage of working with GApps, although it is more suited to older students, as you can see in the examples above, it works well with students as young as grade 3 as well.

Further Reading

MindMeister have published a great post on the benefits of mind mapping, "From Collecting Dots to Connecting Dots": Using Mind Maps to Improve Memory and Learning" that is well worth a read. It provides a short overview of principles of memory and learning and effective learning techniques, and demonstrates how students can use mind maps to become more effective learners.

*Mind maps like Popplet and Mindmeister include history tools that literally allow you to rewind to the start of the process and play it back.

Not another Test/Rubric...?

http://www.hippoquotes.com/assessing-quotes

Assessment drives everything educational. So, not surprisingly, assessment is the biggest factor in terms of planning the use of tech in effective ways. This means that it's critical to ensure that we use a varied range of assessment strategies, which is where I find a surprising lack of options.

Why do so many teachers assume that only rubrics and tests are suitable for assessment? Sure they have their place but only within a suite of assessment strategies...

I don't mean to denigrate any particular assessment tool—clearly rubrics and tests can be effective assessment tools, but when they dominate, they have an unfortunate tendency to diminish the importance and efficacy of all of the other tools that are available. It is depressingly common to me that in virtually any educational context (classroom, conference, online) when the conversation inevitably turns to assessment, the question seems to default to, 'what rubric or test will we use?' rather than any awareness that there are a plethora of other tools and strategies that could be just as effective if not more so.

Do less, but do it better.

Now of course it's highly possible that teachers are unaware of the wider range of assessment tools they use effectively almost everyday, such as the ad hoc/informal conversations (conferences in the jargon) with students every day, to spirited class debates (not lectures) that utlise skilful Socratic strategies, which are in and of themselves valid assessment tools. The problem is that I think these are seen as somehow inferior to a "proper" test/rubric. All this does is create a lose/lose scenario for the teacher and the student.  Rather than focusing on tests and rubrics, wouldn't it be better for everyone if we were to embrace a much wider tool kit when it comes to assessment? To see them all as valid/powerful, maybe that conversation/conference was so effective that adding a rubric or a test is not only unnecessary but possibly even counter productive?

I think if you had asked most teachers why it is that they rely so strongly upon rubrics and tests as opposed to all of the other powerful forms of assessment, I think you would find that they would point to one sad fact; they feel they need paper with marks on, that they can attach a grade to, so they  can point to it as being hard evidence of their assessment judgement. While there is clearly a place for this kind of formal (usually summative) judgement, in my experience it is far too frequent and far too common. Teachers could do themselves a favour and do their students a favour by focusing on the goal of learning rather than the need to have a hard artefact to present evidence of every stage of progress.

What if instead we were to focus on the goal, that is, as long as the assessment tools you use allow you to provide effective individual feedback to the student and enables them to progress in their learning point where they are improving compare to their previous level of competence (ipsative assessment), then the goal has been achieved! So why not work a little smarter and use a range of assessment tools that are a far more varied. In so doing you create a classroom environment that is more dynamic, and far more effective for both the teacher and the student.

So what does this have to do with tech?

From my perspective, a classroom that exploits a wide range of assessment tools is a much richer environment within which to be able to integrate digital tools that can truly enhance and transform the way teachers teach and the way the students learn, and demonstrate the extent to which they have mastered the skills, knowledge and understanding that is truly the point, not just in ways that can be measured quantitatively on another test or a rubric. You don't have to look much further than an early childhood classroom to see this in action. Why? One thing their students can't do is demonstrate their understanding via tests or rubrics!

I've always found this matrix from the PYP to be particularly useful to illustrate this, although you may be surprised by the omission of tests from this grid, I believe they (somewhat disparagingly?) categorise these as 'check lists':

From Making the PYP Happen (IBO)

From the 'old days'—not new, but not common either.

If you really insist on using rubrics, a nice way to use them is for the teacher to define a central standard (eg a level 3 on a 5 point scale) and then ask the students to define and justify the level they feel their work sits in comparison to that, with examples.

More reading on the problems with rubrics, if you're so inclined:

https://www.diigo.com/user/mistermchugh/rubrics 

http://www.alfiekohn.org/article/trouble-rubrics/

http://www.ascd.org/publications/educational-leadership/

http://faculty.ccp.edu/dept/viewpoints/w06v7n2/rubrics1.htm

The Digital Mini-Lesson

There are times when you might have students away from class on field trips or when you wish to capture the essential understandings of the lesson for other everyone to refer back to later. With a couple of clicks of your laptop you create a simple screen recording to explain a concept.

Teamie is now a quick and easy platform to share such screen-recordings. With any post, you can choose to attach a video which will be published in line for your students to see and comment on.

There are three simple options to self-create digital mini lessons. From simple to slightly more sophisticated.

1. Quicktime Screen Recordings

From within your mac you can click and open Quicktime and then choose to record your screen. At the same time you can select the white arrow button to activate the microphone so that it can record your voice at same time. You can now open any presentation, document, image and then record you speaking over the top. If you are using Powerpoint or Keynote you can choose the pencil button and annotate on your thoughts.

2. Using a Document Camera 

Around the school there are plenty of Document Cameras which you can borrow to make a mini-lesson. By using Quicktime and the Movie Record option you can choose the document camera as an external video source and record your explanations. It is excellent for unpacking concepts, or for analysing a piece of text. Once done, save to your desktop and then upload to Teamie.

3. Screencasting apps on the iPad

An iPad allows you to create short tutorials on anything using annotation and voice recorder tools.
Using either Explain Everything or Doodlecast Pro you can prepare several different slides and then speak over them your narration. You can click on the drawing tools to explain your thinking.

Short mini-lessons created this way are a perfect way to unpack any misconceptions or issues that groups of students might have.

Quizlet - back to an old favourite

Quizlet is fast becoming one of those Swiss Army knife apps that you end up repurposing and going back to time and time again. Like most teachers you probably got the email about their new Quizlet Live feature so I was keen to give it a go.

In essence using Quizlet is a perfect approach to get students to revise new terms or develop and broaden their vocabulary. In Economics I want student to use the appropriate terms and words to explain the nuances of complicated concepts. For instance we want our students to confidently use the term 'appreciation' rather than trying to just say that a currency has gone 'up' In my experience Quizlet is a pretty good tool to help develop this basic knowledge.

Quizlet Live is a free games based add-on to the core flashcard tool. The game cleverly takes any existing stack of vocabulary and definitions and then creates a game. On the first prompt students visit Quizlet Live and then enter your class code from the screen. You need more than 6 students to join and then it will place them into groups.



The best hint is to get kids to then move to sit in the randomly allocated group. Once you click begin, the students have to match up the answers. (see demo) Each member of the group has a different list of four terms which they can use to answer the pop up question. Collectively they use the terms to answer all of questions in the race to reach the end first. A great catch is that if they get one term wrong it makes the students start again.

On first impressions it sounds a little simple and a bit too much of a game, but it was one of the most fun and yet effective end of lesson activities I have done in a long time. Yet at the same time I think they all have mastered a broader list of terms that will hopefully help develop their ability to write more academically like an economist. Never underestimate the competitive nature of teenagers on a Monday morning.

A couple of hints to make it a more effective assessment task...

• Share the Quizlet set of terms with the students for homework to look at independently before they do the game in class.
• Carefully choose your lists of terms. A couple on my list had the actual word in the definition so made it easy to guess. (this was my Macroeconomic set)
• Add a few terms to really stretch the students, or even from the next topic. 
• Once the game is finished the screen changes to show feedback... essentially what were some commonly confused terms, what was the hardest to get correct etc. This is a good learning point where students could add to their notes or the teacher could unpack the misconception. (my students all stumbled on the inflation/disinflation/deflation terms and it was a timely reminder when the game prompted the kids to reflect on this at the end)
• Pictures you might have added to the quiz don't show in the game at the moment
• You need at least 6 kids and I think at least 12 terms to make it worthwhile.
• You can repeat the same activity at the end of the game and choose to keep students in the same groups. If you want to then use a different set of terms you need to restart Quizlet Live and it then resets the groups. 

Enjoy and please comment if you find it useful or have other ideas on it's use.