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Secondary: Lisa Paulsen-Trombley: The Power of Minecraft in Education
Secondary: Lisa Paulsen-Trombley: The Power of Minecraft in Education
By Glen Irvin
By Glen Irvin
During distance learning Lisa Paulsen-Trombley wanted to use a digital tech tool that would allow her students to collaborate, creatively explore, and engage with tangible learning outcomes during distance learning. You may be surprised to know that the tool she chose was Minecraft.
Minecraft is a unique and fun way to encourage students to create visuals to make sense of their current reading and learning experiences.
Lisa knew that many of her students considered themselves to be gamers, and she was interested in whether she could use a game like Minecraft to get her students actively engaged in the novel The Hunger Games, which they were reading as a class. Even though the game is almost 10 years old, Minecraft still currently ranks as the number one video game being played and has recently been named the most important game of the decade. If you are not familiar with Minecraft at its base, it's an open-ended building game. The power of the game is due to it being open ended, which means the user can create anything; cities, musical instruments, engineering marvels, computers and more. Teachers have been using the game since its inception in every content area and grade level. Microsoft now owns Minecraft and has created an education edition that includes many amazing features that make it even easier for teachers to use and for students to collaborate on projects.
Lisa stated, “Students are not only showing up on time for class, they are excited to prepare their daily plan document, to volunteer for roles and to get right to work. There is a tremendous amount of communication and collaboration happening and the biggest surprise has been that students are coming together for a common purpose. Though they may not be in the same social circles, some of the students had never even spoken to each other before this activity, and now they have this new found respect for each other.”
If you are interested in using Minecraft in your classroom, there are Minecraft Education Edition licenses available to checkout for all Sauk Rapids-Rice District teachers. Reach out to your instructional coaches for more information and get started with your first Minecraft lesson!
Students brainstormed details from the book of the Hunger Games and created the world as they pictured it in their heads.
Standards addressed during the Minecraft/Hunger Games Unit
Standards addressed during the Minecraft/Hunger Games Unit
Demonstrating understanding and comprehension of what the text explicitly says, specifically in regard to the setting of the novel.
Making inferences: If/when parts of the novel are ambiguous, students will need to make inferences based on the information they are given to build the setting of the novel as accurately as possible.
Citing Textual Evidence: Students will create signs or billboards and write quotes, citing textual evidence to support what they are building within Minecraft.
Active and effective collaboration: Students will complete the Minecraft Planning document (collaboratively) determining the roles for the day prior to entering Minecraft. All students are expected to work together to construct the setting. The project manager(s) will help guide all Master Builders, answer questions, demonstrate what needs to be done (if/when necessary), and keep everyone on-task. The Time Keeper will assist the PMs with keeping the class on-task and managing their time. During the last five minutes of class, students will document their progress within the planning document.
Engagement: Students are expected to follow the class’s agreed-upon Classroom Matrix and be engaged in the learning process.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, including those by and about Minnesota American Indians, building on others’ ideas and expressing their own clearly and persuasively.
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