Students and teachers use the discussion threads as a record of writing progress.Įspen suggests adding other subjects to the exercise as well, such as…Īrts and crafts: Have students make books with illustrations and covers for the stories:.Students use the criteria in the rubrics to evaluate each other’s writing, so that the criticism remains constructive and actionable.Each student comments on the two discussion threads before and after their own so that everyone gets feedback.Students upload their texts to itslearning discussion boards, read each other’s writing and give feedback.In order to enhance the experience, Espen recommends adding elements of process-oriented writing. That way, they can incorporate teacher feedback more easily as well.
–Espen suggests that the stories be written on a computer so that students can practice their digital skills. (Rubrics can be created within the itslearning platform.)Ĥ) The students work individually on the introduction, body and conclusion of their story. Does the story take place in the past, present or future?ģ) Espen presents the students with rubrics criteria for evaluating their writing. After these sessions they brainstorm about the setting and the action of the story: Students refer to the mind map for ideas throughout the writing process.Ģ) Each pair plays two more five-minute rounds of Temple Run. For example:Ĭ) The mind map provides the students with structure and makes it easier for them to write longer texts. (Espen has them work in pairs to create dialogue and make the activity social.)Ī) The pairs brainstorm about the main character’s personality and make a mind map (either by hand or digitally).ī) The mind map is generated using a list of questions from the teacher. The main character has stolen a treasure from a temple and must flee from monkeys while collecting points.ġ) Students form pairs and take turns playing Temple Run for five minutes each. It’s part treasure hunt, part action adventure, and is easy to play. Temple Run is a game for handheld devices. The Exercise: Write the background story of the main character in the video game Temple Run. The Goal: To inspire students and motivate them to write. Here’s how Espen used gamification with his fourth grade class: “You must set clear goals for the teaching, have good pedagogical leadership and forethought, or it won’t work.”
We can use games to motivate students.”Įspen stresses that in order to succeed, you must put the games into the context of teaching. However, in the classroom, they don’t have to be used as a reward for doing something – they can be used as a reward in advance. Kids think of them as something they get as a reward. They are a part of what students do in their spare time anyway. He has found it can be a great motivator for his students and allows them to learn more easily.Įspen explains, “Video games can contain pedagogical qualities that improve students’ cognitive abilities and problem-solving skills.
The staff is positive to the use of technology, but Espen is one of the few teachers there who uses gamification. The school uses the itslearning platform and is well-equipped with devices. Devices: Smartboards, iPads and laptops (about 1:2)Įspen Espeseth Clausen has been teaching at Tysvær primary school for eight years.