Introduction
Discovery learning is an inquiry-based, constructivist learning theory that takes place in problem solving situations where the learner draws on his or her own past experience and existing knowledge to discover facts and relationships and new truths to be learned.
Gamification is the use of game design and mechanics to enhance non-game contexts by increasing participation, engagement, loyalty and competition.
The gamification of learning is an educational approach to motivate students to learn by using video game design and game elements in learning environments. The goal is to maximize enjoyment and engagement through capturing the interest of learners and inspiring them to continue learning.
Task
- Read each part of this webquest.
- Open each one of the resources of the webquest.
- Explore each site and make decisions for lesson plan in pairs
Process
Discovery Learning
Video 1:
Video 2:
Definition: http://www.teach-nology.com/teachers/methods/theories/discovery.html
Article: http://general.utpb.edu/fac/keast_d/Tunebooks/pdf/Bruner%20and%20Discovery%20Learning.pdf
More information: https://www.idunn.no/dk/2011/03/art02
Examples: https://www.showbie.com/bring-discovery-learning-to-your-classroom-with-these-5-ideas/
Article: http://yorktowned.com/discovery-learning/education-adventure-discovery-learning
Gamification
Article: https://www.learning-theories.com/gamification-in-education.html
Article 2: https://www.vedamo.com/knowledge/gamification-in-virtual-classroom/
15 ways to apply it : https://medium.com/gameful-design/15-ways-gamification-can-be-applied-to-education-651b48b1e785
Gamification in education: https://www.edutopia.org/blog/gamification-in-education-vicki-davis
Case studies e-book: https://www.edutopia.org/blog/gamification-in-education-vicki-davis
Video 1:
Video 2:
Evaluation
Name:___________________________
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CATEGORY |
4 |
3 |
2 |
1 |
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Graphics Sources |
Graphics are hand-drawn. The illustrator(s) are given credit somewhere in the graphic organizer. |
A combination of hand-drawn and stock graphics are used. Sources are documented in the graphic organizer for all images. |
Some graphics are from sources that clearly state that non-commercial use is allowed without written permission. Sources are documented in the graphic organizer for all \"borrowed\" images. |
Some graphics are borrowed from sites that do not have copyright statements or do not state that non-commercial use is allowed, OR sources are not documented for all images. |
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Sequencing of Information |
Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next card. |
Most information is organized in a clear, logical way. One card or item of information seems out of place. |
Some information is logically sequenced. An occasional card or item of information seems out of place. |
There is no clear plan for the organization of information. |
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Effectiveness |
graphic organizer includes all material needed to gain a comfortable understanding of the topic. It is a highly effective study guide. |
graphic organizer includes most material needed to gain a comfortable understanding of the material but is lacking one or two key elements. It is an adequate study guide. |
graphic organizer is missing more than two key elements. It would make an incomplete study guide. |
graphic organizer is lacking several key elements and has inaccuracies that make it a poor study guide. |
|
Use of Graphics |
All graphics are attractive (size and colors) and support the theme/content of the graphic organizer. |
A few graphics are not attractive but all support the theme/content of the graphic organizer. |
All graphics are attractive but a few do not seem to support the theme/content of the graphic organizer. |
Several graphics are unattractive AND detract from the content of the graphic organizer. |
|
Spelling and Grammar |
graphic organizer has no misspellings or grammatical errors. |
graphic organizer has 1-2 misspellings, but no grammatical errors. |
graphic organizer has 1-2 grammatical errors but no misspellings. |
graphic organizer has more than 2 grammatical and/or spelling errors. |
|
Background |
Background does not detract from text or other graphics. Choice of background is consistent from card to card and is appropriate for the topic. |
Background does not detract from text or other graphics. Choice of background is consistent from card to card. |
Background does not detract from text or other graphics. |
Background makes it difficult to see text or competes with other graphics on the page. |
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Originality |
graphic organizer shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way. |
graphic organizershows some originality and inventiveness. The content and ideas are presented in an interesting way. |
graphic organizer shows an attempt at originality and inventiveness on 1-2 cards. |
graphic organizer is a rehash of other people\'s ideas and/or graphics and shows very little attempt at original thought. |
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Content - Accuracy |
All content throughout the presentation is accurate. There are no factual errors. |
Most of the content is accurate but there is one piece of information that might be inaccurate. |
The content is generally accurate, but one piece of information is clearly flawed or inaccurate. |
Content is typically confusing or contains more than one factual error. |
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Buttons and Links Work Correctly |
All buttons and links work correctly. |
Most (99-90%) buttons and links work correctly |
Many (89-75%) of the buttons and links work correctly. |
Fewer than 75% of the buttons work correctly. |
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Text - Font Choice & Formatting |
Font formats (e.g., color, bold, italic) have been carefully planned to enhance readability and content. |
Font formats have been carefully planned to enhance readability. |
Font formatting has been carefully planned to complement the content. It may be a little hard to read. |
Font formatting makes it very difficult to read the material. |
Conclusion
Write a reflection on how you are planning to apply these methodologies/approaches to your own teaching practice.
Teacher Page
Lcda. M.A. Celeste Lemus