76 Games and Simulations Instruction Planning Template
Games and Simulations Instruction Planning Template
For additional information on using Games and Simulations in your instruction, please visit our Teaching Strategies page of the MNSU Instructional Design Services. In order to implement a game or simulation-based instruction lesson in your classroom, there are a few planning steps to consider. Fill in the blanks with your lesson-specific information in order to plan your game or simulation-based lesson.
1. Develop clear and measurable learning objectives (including cognitive and behavioral objectives) – based on Bloom’s Taxonomy
By the end of my lesson,
- Students will be able to __________________________________
- Students will be able to __________________________________
- Students will be able to __________________________________
Ex: Students will be able to explain the role of governmental policy in sustainable energy practices
2. Identify the learning resources students will need to access at home before coming to class. Decide whether students will access the game from home or during class time. Students may need to download software for the game or simulation or sign up for an account. If students will be using their own device to play the game, include resources such as loading instructions (usually found on the game or simulation website).
- Worked examples
- Watch instructional video xxx (name of the video) for xx minutes http://www… (for examples of tools you can use to create lectures, visit the MNSU Instructional Design Services)
- Play Game xxx (name of the game) for xx minutes http://www…
- Teacher self-created materials video, game, quiz …
- Reading materials
Ex: Before class on Thursday, please read chapter 3 of your textbook “Creating Sustainability Locally”.
Learning Resources my lesson will include:
- __________________________________
- __________________________________
- __________________________________
- __________________________________
Technology Resources I will need to create the pre-class learning resources:
- __________________________________
- __________________________________
- __________________________________
- __________________________________
3. Specify how the students will need to interact with the pre-class learning activities.
- Prepare questions for the teacher
- Exercise on worksheets, if any
- Suggest other learning resources
Ex: After reading chapter 3, make a list of best practices that local governments can perform to increase sustainability at the town or city-level.
Ways in which students will interact with the learning materials of my lesson:
- __________________________________
- __________________________________
- __________________________________
- __________________________________
Technology Resources my students will need to complete these activities:
- __________________________________
- __________________________________
- __________________________________
- __________________________________
4. Identify in-Class Activities that your students will be completing. Let students know if they need to bring or prepare anything before class. The idea is to create an active learning environment where students actively interact with the content and the instructor acts as a guide. If the students will be exploring the game or simulation in class, specify whether they will be using their own devices or school devices. Games and simulations should be loaded or located and ready to play at the start of class. Game and simulation exploration can be guided or unguided and accompanied by worksheets or other written activities.
- Game Play
- Exploration of simulation
- Think aloud activities
- Whole group discussion
Ex: For Thursday’s class we will be playing the game “Electrocity” in class. Bring the handout “Local Sustainability” with you to class. You will complete this worksheet as you play the game.
Activities students will complete during class time of my lesson:
- __________________________________
- __________________________________
- __________________________________
- __________________________________
Technology Resources my students will need to complete the in-class activities:
- __________________________________
- __________________________________
- __________________________________
- __________________________________
5. Create the assessments that you will use for determining students’ mastery of the learning objectives.
- Formative/Summative
- Challenging questions
- Interactive quizzes
Ex: In your groups, create a policy document from our city government, outlining the steps they will be taking during the next year to increase sustainable practices. Be sure to explain to the public how these practices will affect them and why the practices are important.
Assessment(s) I will use in my lesson:
- __________________________________
- __________________________________
- __________________________________
- __________________________________
Technology Resources my students will need to complete the assessment(s):
- __________________________________
- __________________________________
- __________________________________
- __________________________________
6. Verify that your assessments and activities align to the learning objectives. Do they allow your students to demonstrate that they have achieved the learning objectives?
| Objective | Activity | Assessment |
| Ex: Students will be able to explain the role of governmental policy in sustainable energy practices
|
For Thursday’s class we will be playing the game “Electrocity” in class. Bring the handout “Local Sustainability” with you to class. You will complete this worksheet as you play the game.
|
In your groups, create a policy document from our city government, outlining the steps they will be taking during the next year to increase sustainable practices. Be sure to explain to the public how these practices will affect them and why the practices are important. |
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