Introductions
Brain Activity
A study from Dr. Eric Mazur shows that we are more active during sleep than we are during lectures. This is easily transferable to the classroom setting. Students are not paying much attention to the content of a lesson, whether this is because their brain is not much demanded or because they are just lazy is irrelevant. What is important, is the question of how we can activate the students' brain during, or especially at the beginning of a lesson! Shouldn't the beginning of a lesson be exciting, demanding and catching for students, so that they are activated in a positive way? And souldn't the brain activity be continued during the course of the lesson or even the school day? A proper introduction should set the foundation for a successful lesson and therefore successful learning.
Introductions: Lead-In vs. Warm-Up
We need clear structures in the EFL classrooms, every lesson has to be planned. The classic development of a lesson would be an introduction as the first part of the lesson.
There is a difference between the introduction of a new topic (lead-in) and the general introduction you have at the beginning of an english lesson (warm-up).
Warm-Ups point out that it's time for English now → songs, rhymes or welcome rituals at the beginning of a lesson let the students know that english class has startet.
Lead-ins are about introducing a new topic to the class and full fill two main functions:
- Motivation create curiosity, introduce central issue of topic, show learning objectives
- Learning Assistance reactivate old and give new knowledge, create transparency
Tipps for "Lead-In"
- use simple language and basic content --> slower learners will be able to follow
Its important that all your students are able to follow your lesson!
- align content to student's everyday life
- base content on already exisiting knowledge, so your students learn to transfer and connect their knowledge
- talk about an issue that you will cover in your lesson
- alternate your lead-ins, the same lead-ins for every topic can quickly become boring
Tool or Toy?
In this Video, Chris Meylan discusses wheter technology is a tool or a toy. In the beginning of his speech he refers to Dr. Eric Mazurs study and points out that a student who was using an iPad was really engaged in playing his game. He then concludes to the importance of combining playing with learning.
The brain is more active while playing a game than it is while listening to a teacher. This passive learning is not effective if you want your students to be engaged at the beginning of your lesson. It wouldn't be a successful kick-off for your new topic if you just told your students what the topic is and maybe some important issues. Students need to have their brain activated, or otherwise they will lose focus and won't be able to follow what's being said and therefore won't pay much attention during the whole lesson.
As you can see, the introduction is significant for the outcome of your lesson. Activating your students brain should be your number one priority. What better way to do just that, if not by playing games?
10 Minute Rule
If you think about the 10 Minute Rule (John Medina, 2008, Brain Rules) it is clear that an introduction should never be too long!
Those 10 minutes is the time you have to catch your audience attention, in school you may even have less time. After that time the brain will wander off and your students will no longer pay attention. It will be difficult to focus and keep track of what is being said. Escpecially at the beginning of a lesson it is vital to catch the students attention and if you have so, to not wear it out. Keep your introduction short and to the point, make clear what your students should do and what they should know. To catch their attention in the first place playing a game can come in handy.
When we are playing the brain works similiar as when we are studying , James Paul Gee realised this while playing a video
game. The principles of a good game are similar to learning objectives in school. It is hard, long an complex and to win the game or level up you have to learn a lot of new things. So we keep on failing and playing until we finally make it. You can compare this easily to the school setting.
"How do you get someone to learn something long, hard, and complex and enjoy it."
(James Paul Gee, 2013, Good Video Games and Good Learning)He concluded that good video games embody learning principles supported by current cognitive science. Challenge and Learning are whats so engaging about video games to a lot of young people and what makes them fun. So if young people love to learn in video games, why shouldn't they have fun in school while playing learning games?
For more Information about Video Games in School read this very interesting Article by James Paul Gee
Deeper Learning
There are different types of digital games you can play in school. It should be noted that they are all very different and pursue different goals. The different catergories are:
- simulation
- gamification
- game-based learning
Below you can find a short summary about those different categories and some external links to clarify their meaning.
Playing is engaging because it makes the student active. Fun results in interest which then gives us the desired outcome of a student paying attention.
- use a model of behaviour
- students are assigned roles
- reflect on , extend knowledge
- transfer knowledge to new situations
- refine their own thought process
- badges and leaderboards get us motivated
- using Kahott! as a motivating quiz game
- students want to win the game and get on the podium
- enhance learning experience
- learning through practicing
- orientation towards the real world
- fun environment
- failing is allowed and has no real consequences other than to re-start the game
If you still have problems differentiating between gamification and game-based learning, have a look at this video from Kevin Corbett or this article from Steven Isaacs: