October 20, 2020 in Blog by Dee

Why Do educational games Help Students Learn?

By: GameLearn

Game-based learning is revolutionizing learning. Beyond schools and universities, video games applied to corporate training are already a reality in HR departments of thousands of companies.

We live with video games

There are many factors that make game-based learning be more effective than traditional training. Currently, nearly 60% of the population is familiar with video games and the average age of the workforce in companies is around 30, of which over 90% have played video games in their youth. That is why the so-called Millennials carry so much weight, a generation that will make up 75% of the workforce in no more than 10 years. Do you need more reasons? Keep reading.

They increase engagement

Video games bring a number of challenges that require the student to be engaged in the adventure, in order to solve the problems that arise in a much more creative and subjective way. Unlike a traditional classroom course, game-based learning increases engagement because it offers an experience that is challenging and pleasant. Having fun and learning at the same time is actually possible.

They motivate with no risk

Games in general and game-based learning in particular have the potential to turn learning into a challenge. Through the game, concepts are introduced and students can develop and improve their skills without losing motivation. Fear of failure is greatly reduced because there is no risk during the learning process, but at the same time, it is possible to learn from mistakes and correct them. Thus, everyone can complete the level and move forward; there is a permanent mentality of improvement and development.

They improve performance and knowledge

The Federation of American Scientists [“A Meta-Analytical Examination of the Instructional Effectiveness of Computer-Based Simulation Games”, 2011, Tracy Sitzman] claims that games are the best way to learn. Thanks to the game, students improve their performance, increase their effort and develop their knowledge thanks to practice.

These are the specific figures:

Game based learning compared to traditional learning…

• Means an increase of up to a 20% in self-confidence of the student.
• An 11% increase in conceptual knowledge.
• A 90% increase in retention when learning.
• A 20% increase in practical knowledge.
• Up to a 300% increase in completed tasks.

Interaction with the student

Becky Renegar, a specialist in STEM education (Science, Technology, Engineering, Mathematics), recently attended the STEMconnector in Washington, a specialized meeting. There, Renegar was representing the city of Piqua (Ohio, USA), to talk about game-based learning opportunities. For her, this kind of learning has been of great benefit to her students, partly thanks to the constant interaction offered by video games.

“The engagement has increased drastically,” said Renegar at the conference. The more interaction, the more students get involved and committed. The students of this teacher, who have participated in several projects for online games, have experienced an increase in motivation through the creativity involved in video games.

October 20, 2020 in Blog by Dee

Types Of Classroom Interventions

By: Matthew Lynch

What Is Intervention in Education?

In general terms, classroom intervention is a set of steps a teacher takes to help a child improve in their area of need by removing educational barriers. There are four key components of classroom intervention:

• Proactive: Deals with areas of need before they become a larger obstacle to education.
• Intentional: Specifically addresses an observed weakness.
• Formal: Uses targeted methods for addressing specific needs and tracks progress.
• Flexible: Adjusts methods based upon the needs of the student.

In the classroom, teachers may observe and identify problems with a student’s behavior or academic performance. Sometimes, the same child needs improvement in both areas. Although often connected, these issues are addressed using different types of interventions.

Behavior interventions address a child’s problem behavior at school, like disrupting class, refusing to do homework, unresponsiveness, inappropriate language and aggression. When using this method, teachers work to determine the driving force behind a student’s wrong action. They may use a functional behavior assessment to aid in this discovery process. Once the motivating factor behind the behavior is identified, teachers can construct an effective behavior intervention plan for teaching more appropriate behaviors while meeting the child’s needs.

Instructional interventions, also called academic interventions, deal with a student’s academic problem areas, like reading, math or another subject. For example, when a child struggles with reading skills, educators will employ reading intervention strategies. This type of intervention involves more detailed tracking of progress and frequent adjustments to reach a student’s optimal academic proficiency. The instructional intervention definition also includes Response to Intervention, which involves three tiers of intervention that become increasingly intense while attempting to address the child’s core academic need.

Special Education and Classroom Intervention

Although classroom interventions are frequently used in special education, they’re not a form of special education. Interventions help classroom teachers identify the early signs of learning disabilities, but that is not their only or primary use. Today, instructional and behavioral interventions are used to identify and remove obstacles that hinder a student’s academic progress.

Response to Intervention: 3 Tiers of Instruction

A popular form of instructional intervention is Response to Intervention (RTI), which uses a series of increasingly intense interventions until the student’s area of academic need is met or special education is recommended. Here is a breakdown of this three-tier system of support:

Tier 1

This level involves whole-class screening or universal screening that uses the school’s research-based curriculum. The curriculum includes periodic student assessments and behavioral screenings to chart progress. Once a student is identified as “at risk,” they are given a specific amount of time to make satisfactory progress. If the student doesn’t adequately improve, then they move to Tier 2 of RTI.

Tier 2

This level involves targeted instruction related to a specific skill. These students have lessons in smaller, group settings and receive more attention and guidance as they learn and practice using a different method. The instruction is more frequent and lengthier than Tier 1. Students still receive their Tier 1 classroom instruction but break off into small group sessions several times a week for Tier 2, usually during electives. Progress is monitored, and if there’s enough improvement, the student may return to Tier 1 instruction. If the student doesn’t improve and their performance devolves, they will move to Tier 3.

Tier 3

At this level, the student typically receives daily one-on-one customized instruction, , but they may also work in very small groups. Some schools will involve an intervention specialist to conduct a comprehensive evaluation of the student and get help with more personalized curriculum, including how to more effectively tailor instruction to this student’s needs. The student will continue to spend most of their day in a general instruction classroom. If they don’t make satisfactory progress, they may be recommended for further evaluation and special education services. Otherwise, they may move back to Tier 2 or Tier 1 instruction.

Benefits of Classroom Intervention

The goal of RTI is to restore students to the general education classroom. When schools and teachers implement and follow effective Response to Intervention strategies, a larger number of students meet grade-level expectations at the Tier 1 level.

RTI also conserves special education resources. Because many students who perform below grade level do not have learning disabilities, classroom intervention strategies frequently reduce the number of students who are referred for special education evaluations. When classroom interventions address both behavioral and academic issues and restore students to proficiency in the general classroom, schools can focus their special education resources on those children who genuinely need them.