Chronological Recap of The Story's Installments:
Monday
"Mon Petit Miette" [Post-Tech Room Class]
Tuesday
"Dewey's Gone Fishing ..." [Dewey Readings]
Wednesday
"Lost in Thought ..." [Post-Dewey Readings Class]
"Lost in Thought (in Russia) ..." [Organize Online Life]
"Lost in Thought (Outside) ..." [Post-Organize Online Life Class]
Thursday
"A Long Day of Games" [Pre-Games Class]
The Cast of Characters from the Previous Installments:
Mr. G – history teacher, narrator
Leah (nee Stilman) – French teacher, fellow MACer
Mrs. Filipovic - history teacher, "voice on the line," in Russia
Mrs. K – science teacher, Curator of the School Garden
Mr. Palapas – school carpenter
Naomi (nee Miller) - fellow MACer
Sage – Mr. G’s daughter
Chantel – Mr. G’s wife
Male Students (in order of first appearance) – James, Hideki, Yuri, Manny, Amir
Female Students (in order of first appearance) – Ana, Sarita, Amara
International Student(s) – Yarina
James's Uncle – Matthew
***
"Good morning, everyone."
There was a cacophonous, resounding "Mr. G" in our classroom. That sounds and feels so good!
"Yesterday, you practiced and reviewed games and simulations. As always, you choose, for Round 2, your SPELL game or simulation. I'm going to read first names in alphabetical order. When I do, confirm your choice: game or simulation."
"Amara."
"Game."
"Amir."
"Simulation."
"Ana."
"Game."
"Hideki."
"Game."
"James."
"Simulation."
"Manny."
"Simulation."
"Sarita."
"Simulation."
"Yuri."
"Game."
"Okay. Amara, Anna, Hideki, and Yuri have opted for the game. Amir, Ana, James, and Sarita have opted for a simulation."
"Please meet our guest professional, Dr. Vi Quach. About five years ago, he and some of his former students first invented an app that students of science could use on various types of electronic devices that they brought to class. More recently, he has been working on some of the apps that we have used on the Holographic. Please welcome him with--"
"Roller Coaster! CHEH - CHEH - Cheh - Cheh - cheh ..." my students interjected with gusto.
As they began their roller coaster, Vi turned to me and said, "Wow, I didn't see that coming, Alex. The only thing missing is Matt saying something funny and Rachel snorting soda out of her nose at what Matt said."
"Woooo!" they ended.
Vi gave them some snaps, and they all laughed. "All right, guys. What a great way to start a day of ... games ... and ... simulations! Thanks for that great welcome. We'll have the game group go first. The simulation group will follow. Do you have any questions for me or Mr. G?"
"No?" I asked and paused a moment. "Okay. Simulation group, take a seat at one of the breakout desks in the corners. Observe and leave your feedback for your peers, which they will be able to read after you are done with your simulation. As stated previously, your performance assessment will be based on individual contributions as well as group interactions. Any questions?"
I paused before turning on the Holographic and main Multimedia Screen on the wall behind my normal seat. Amara, Ana, Hideki, and Yuri took seats next to each other across from the main Multimedia Screen. On the screen, the Vice President of the United States appeared ready to deliver a message to the group. "Good morning my fellow Americans."
"Good morning, Madame Vice President," my students replied.
The Vice President continued, "Based on the interests that you have voiced to your teachers, related professions and occupations have been chosen for you. One of you will be a member of Congress. One of you will be a historian. One of you will be an agronomist. And, one of you will be an engineer. Background Information: Nigeria is trying to move away from a staple economy centered around oil. Country officials have reached out to three countries: The United States, China, and Russia. There are four levels to this game. Level One: Travel to Nigeria to gather information from the country and move on to the next level. But, be careful. Travel to other countries can be dangerous. Level Two: Gather information that will allow you to collaborate by consulting similar people in your respective fields and move on to the next level. Level Three: Dialogue with the international counterparts in your field who may or may not agree with your formulated positions and move on to the next level. Level Four: Collaborate in order to maximize the growth of food and other industries in Nigeria as well as the country's partnership with the United States. Thank you, Amara, Ana, Hideki, and Yuri, for your service to your field, to our country, and to the international community." The Vice President waved good-bye, and the connection ended.
The students put their headsets on and were ready to interact with their media screens as well as the holographic.
I leaned over to Vi, "So, on the individual level, you are monitoring and assessing Amara and Yuri on agronomy and engineering, respectively. I am doing the same for Ana and Hideki on politics and history, respectively. And, correct me if I'm wrong: The game compares their actions with those of their real-life counterparts who are working on this same issue."
Vi gave me a fist-bump. "That's my understanding, as well. Okay. Let's do this."
***
TO BE CONTINUED
Again, I really appreciate the thought you've put into incorporating the attributes of your ideal classroom into your posts. I like the idea of cross-cultural connections that you've made possible through technology, and I suppose that the next step in the scenario is student-led conversations with Nigeria. And even if I'm wrong, I find myself wondering what sort of connection is possible for these students.
ReplyDeleteI suppose what I'm really wondering about is discourse. Are these students going to be connecting with other students, or professionals in the relevant fields? Are they expected to speak AS professionals, using the terminology and conceptual framework of an agronomist? An historian? Do they have to be able to do so to communicate successfully in a field?
It occurs to me occasionally that we are at a disadvantage in the academic community, because our field (or that portion of it to which we've been exposed) has such an impoverished discourse. How do we prepare students for the probability that they will be expected to speak like professionals long before they are actual professionals?
Michael, great questions!
DeleteYes, I envision my students connecting with professionals, and speaking with relevant terminology (albeit limited in comparison to what they might be able to do once they were those professionals). For these reasons, in part, the assessments are called SPELLs, or School-wide Performance-Based Exams and Learning Lessons. Not only might assessments be viewed as an end of sort, but also as a means or stepping stone or scaffold, placing extra emphasis on the last two words "Learning Lessons."
As for your other question, "How do we prepare students for the probability that they will be expected to speak like professionals long before they are actual professionals?" it is imperative for teachers to proactively pursue professional development opportunities that would keep us apprised of the changing terminology and goings-on of various professions. Granted, there are limitations, with time being one of them. Nevertheless, I also envision professionals Skyping and visiting my classes on occasion. Moreover, students could, in and out of class, watch videos in which or attend events at which these professionals dialogue with each other.
"Roller Coaster! CHEH - CHEH - Cheh - Cheh - cheh ..." my students interjected with gusto.
ReplyDeleteAs they began their roller coaster, Vi turned to me and said, "Wow, I didn't see that coming, Alex. The only thing missing is Matt saying something funny and Rachel snorting soda out of her nose at what Matt said." Could this make me any happier? Absolutely not. I hope that when you are really an established teacher you keep the memories of our cohort and our classroom at Scarlett in your back pocket to pull out and make you smile and share them with your class.
On the informational aspect of this post, I think it is fantastic. You developed your idea of a class like a video game much further than I did and I really appreciate the thought you put into this and figuring out just how it would work. I think it sounds interesting and would love to even do this myself!! Getting a personalized message from the VP - how cool! Think your technological classroom would be one for the books, Mr. G.
Again so many things to notice and I'm probably not noticing it all! First of all, it is my great honor to be a part of such a great installment. Two, the personal recollections made me literally laugh out loud, and they will be something to bring tears to my eyes when, years down the road, this blog pops up. I will thank you in advance for the lovely nostalgia to come. Three, Interdisciplinary planing. 4. Female vice president. 5. Great game design. 6. I can't wait for the simulation.
ReplyDelete