Element 30
Using Academic Games
Elements 1 -3 have a focus on Providing and Communicating Clear Learning Goals
Where do I start?
Your primary resource is your book The New Art and Science of Teaching by Robert J Marzano. This site will take you further into each element.
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Click this link to view the folio. For Copyright reasons, this link will only work if you are logged into your D49 account.
Dive Deeper
The Marzano Compendium of Instructional Strategies is a great place to begin. This folio is designed to help teachers increase their effectiveness by focusing on professional growth. It includes numerous strategies and reproducibles.
Self Assess
This scale will help you assess and monitor your progress with this element.
4
Innovating
I adapt behaviors and create new strategies for unique student needs and situations.
A teacher uses inconsequential competition and monitors student outcomes for increased engagement. She notices that, after several iterations of the same game, some stu- dents seem to lose interest. To combat this, she finds new game structures online and rotates through the options to create variety.
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3
Applying
I use academic games and inconsequential competition to maintain student engagement, and I monitor the extent to which students focus on the academic content of the game.
A teacher has students play games with the content as a way to help them maintain attention during class and retain the content better. He notices that he has to stop lessons to re-engage students less often, and assessment results indicate that the games are helping students remember the content as well.
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2
Developing
I use academic games and inconsequential competition to maintain student engagement, but I do not monitor the effect on students.
A teacher uses academic games with the intent of increasing student engagement and helping students practice and deepen their knowledge, but she does not try to monitor these outcomes.
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1
Beginning
I use the strategies and behaviors associated with this element incorrectly or with parts missing.
A teacher uses academic games to help her students review content before an assessment, but she often awards bonus points to the winners, which are used to raise their grades.
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0
Not Using
I am unaware of strategies and behaviors associated with this element.
A teacher worries that his students will be too competitive and so avoids using academic games altogether.
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What does it look like?
Here is an example video from one of our D49 teachers!
Watch Example: Providing and Communicating Clear Learning Goals Classroom: Kindergarten
Teacher: Jaci Reed (RVES)
iObservation Videos
More videos can be found in the Resource Library in iObservation.
Strategies In Action - Video 50: Using Academic Games
Grade: 6
Description:
View the Strategies in Action video for using academic games. As an enhancement, access the debrief tool titled, Strategies In Action - Video Video 50: Using Academic Games (Grade 6) Debrief.
Click this link to view the video.
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Middle School German Sample Video of Using Academic Games
Grade Level(s): 6, 7, & 8
Description:
In this classroom video, the teacher is utilizing element 25, Using Academic Games.
Click this link to view the video.
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Protocol Video: Using Academic Games
Grade: 1
Description:
In this video, Dr. Marzano introduces and discusses the lesson segment enacted on the spot with specific attention to using academic games.
Click this link to view the video
For Copyright reasons, this link will only work if you are logged into your D49 account.
Protocol Video: Using Academic Games Grade: 10
Description:
In this video, Dr. Marzano introduces and discusses the lesson segment enacted on the spot with specific attention to using academic games.
Click this link to view the video.
For Copyright reasons, this link will only work if you are logged into your D49 account.