Posts Tagged ‘game-based learning’
I work part time with gifted elementary students at two Title 1 schools where most of the students qualify for free or reduced lunches; and where they and/or their parents are learning English as a second language. What I quickly discovered about my students was that many were lacking in foundational skills in ELA and in math. Sadly, the instructional method used by way too many schools, especially those considered low performing like mine, is to give students lots of worksheets to teach such skills. I don’t like worksheets. I didn’t like them when I was an elementary student and don’t know too many elementary students who say, “I love doing worksheets.”
I have been using games in my classrooms (elementary and higher education) for decades. My use of games has included board games, team building and cooperative games, and more recently, video games. In order to help my gifted students learn some of the foundational skills, I integrate a variety of these games. This post is split into two parts:
- Personal Observations About the Use of Games for Learning
- Example Games Used to Teach and Reinforce
Personal Observations About the Use of Games for Learning
There has been a lot written about using games for learning. Research generally supports their use for learning:
Across 57 studies that compared teaching with a game to using other instructional tools, incorporating a game was more effective (SD .33). Using a game improved cognitive learning outcomes along with intrapersonal and interpersonal outcomes. Researchers looking at other collections of studies have found that games help students retain what they’ve learned.
I have written about the teacher as an ethnographer and the teacher as a reflective practitioner. In line with these beliefs, I have made my own personal observations about using games with gifted elementary students at low performing schools.
The Desire to Win is a Motivator
One of the biggest draw in the use of games is that students want to build their skills in order to win the game. Most, if not all, of my students embrace and engage in competitive games with the goal of winning. The need to win is a strong motivator; and to win they need to develop those skills. Even in group team building and cooperative learning, learning basic skills in order to be successful is a great motivator for learning basic skills. The same can’t be said of worksheets. The major reward for completing a worksheet is a grade from the teacher. For many students, this type of reward is not all that motivating.
A Sense of Fun and Play
When games are used for learning, excitement and joy become part of the learning process. My learners’ excitement is seen with their squeals of joy, big smiles on their faces, and jumping out of their seats when they succeed in the games. Doing worksheets is not fun and they do not elicit playful responses. They is limited joy in learning through worksheets.
Learning Doesn’t Feel Contrived, Pushed, nor Painful
Most children play games and many adults do so, too. Games seem to be part of human existence. Thus, when games are introduced into the learning environment, they feel natural to the learners. On the other hand, worksheets are not part of learners’ lives outside of the classroom. This translates into worksheets feeling contrived and pushed. Doing worksheets is often painful for the learners.
Noise is Expected
Games often include vocal elements. Learner voices and noise are expected and accepted when games are played. The opposite is true for doing worksheets. The expectation is that there is silence in the classroom while students work through their worksheets.
Increased and Engaging Repetition of Concepts
In general, repetition is needed to gain and remember basic skills. Usually this occurs through memorizing and repeating core skills. Games often offer the repetition of basic skills in a fun way as learners work towards completing the game challenges. Doing multiple worksheets can provide the repetition but not the engagement.
Learners Spontaneously Help One Another
Even in games that ask learners compete (see the second part of this post for examples), they often help one another out when one of their peers get stuck. This type of peer assistance is not promoted, may even be seen as cheating when students are completing worksheets.
Natural, Immediate, and Continual Formative Assessment
Most games offer continual feedback on learners’ performances. Games provide immediate feedback about the degree of success with a challenge as this function is built into the game mechanics. The same is not true for worksheets. The teacher is the one who often reviews and grades the worksheet. Feedback does not tend to be immediate nor continual with the use of worksheets.
The above characteristics equal increased engagement, and increased engagement often means increased learning. I have to wonder if one of the reasons my learners didn’t develop foundational skills is that they weren’t engaged in their learning processes; that they just went through the motions of doing the worksheets.
Examples Games Used to Teach and Reinforce Basic Skills
In this game, students were separated into two groups. A pile of several sets of Alphabet bean bags were placed about 25 yards from the starting line. In a relay type game, group members ran one a time to pick up and bring back to the starting line one bean bag at a time. The relay continued until all of the bean bags were picked up.
The groups were then asked to create as many words as they could using the letters they collected. Letters could be reused after a word was created. Point values were: one point for words of 2 to 4 letters; two points for words with 5 to 9 letters; and 3 points for words with 10 letters or more.
Words with Friends
I created a class account with Words with Friends EDU:
The success of this game was better than I expected. The learners had never heard of nor played Scrabble so I was excited to see their level of engagement. They loved challenging one another; learning how the point values worked; and exploring the power words and their definitions.
Basic Number Sense
Similar to the word fluency games, I have been using a variety of both analog and digital games to increase my learners’ knowledge and skill with basic addition, subtraction, multiplication, and divisions.
Some of the analog math games I’ve used include”
- Sumoku – http://www.blueorangegames.com/index.php/games/sumoku
- Equate: The Equation Thinking Game – http://www.playequate.com/equate/
- Tri-Facta – http://www.hand2mind.com/item/trifacta-multiplication-division-game/7173
- Games with Playing Cards and Dominoes – http://www.education.com/activity/fourth-grade/math/
Some of the digital games I’ve used include:
- Prodigy Math Game – https://prodigygame.com/
Parting Shot: One of my gifted students yelled out this week during class (I meet with one group for a half a day and the other for a full day): I love coming to my gifted class. It is so much more fun than learning. On one hand, I was happy to hear how much he enjoys the class. On the other hand, I was saddened that: (1) he didn’t see our fun activities as learning, and (2) his regular classroom lacked such fun.
There is a new platform for immersive learning games that’s taking classrooms across the world by storm. Based on the same principles as interactive Escape The Room digital games — which challenge players to use their surroundings to escape a prison-like scenario — Breakout EDU is a collaborative learning experience that enhances critical thinking and creativity while fostering a growth mindset in students. Gameplay revolves around a Breakout EDU box that has been locked with multiple and different locks including directional locks, word locks, and number locks. After listening to a game scenario read by the teacher, students must work together to find and use clues to solve puzzles that reveal the various lock combinations before time expires (usually 45 minutes). (Stretch student collaboration skills with Breakout EDU)
I developed my own game which is adapted from Oh, the Places You Will Go http://www.breakoutedu.com/oh-the-places-youll-go
Title: Eggbert: The Slightly Cracked Egg
Story: Uses the children’s story, Eggbert: The Slightly Cracked Egg. Cast out of the refrigerator because of a small crack, Eggbert sets out into the world, using his talent for painting to try to blend in. Eventually he realizes that cracks are everywhere and reminds us all that our flaws are perfectly natural.
Topic Theme: This cross-curricular BreakoutEDU activities incorporates English, Math, and Social Studies standards as well as skills such as problem-solving and team building.
This cross curricular activity address the following standards. Students will:
- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (ELA CCSS)
- Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (ELA CCSS)
- Understand how latitude and longitude are used to identify places on a map. (Social Studies)
- Describe and compare the physical environments and landforms of different places in the world (e.g., mountains, islands, valleys or canyons, mesas).
- Use personal experience as inspiration for expression in visual art. (Visual Arts)
- Solve different kinds of non-familiar problems in both conventional and innovative ways. (21st Century Skills)
- Assume shared responsibility for collaborative work, and value the individual contributions made by each team member. (21st Century Skills)
- Copy of Eggbert, the Slightly Cracked Egg
- Breakout EDU Box (Large Lock Box)
- Directional Lock (speed dial)
- Five Digit Letter Lock
- UV / Black Light Flashlight
- Invisible Ink Pen
- Small Locked Box with Three-Number Combo
- 3-Digit Lock
- 4-Digit Lock
- Key Lock
- Computer or Tablet
- Printouts: Plane Tickets, Maps, Longitude-Latitude Coordinates, Quotes, We Broke Out Card
- Silly Putty – one per student
Steps to Set Up:
- Set the directional lock to Up-Down-Up-Down. This represents the directions and times that Eggbert goes up and down walls.
- Set the lock box to 3-4-7. The plane tickets have the clues for the 3 number lock box. The plane tickets are cut apart from the print out to make three tickets. This number, 3-4-7, is on the tickets and can be found as the seat numbers. The order of the numbers can be found in one of two ways: (a) the seat letters, a – b – c, and/or (b) the places Eggbert visits, from the Refrigerator to New York City, from New York City to the Grand Canyon, Arizona, from Grand Canyon Arizona to Hilo, Hawaii.
- Put the encrypted message, and the weblink to how to do the encryption in the lockbox. The encrypted message is JE VYDT JXU AUO, BEEA JE FEIJUH JXHUU QDT VYDT JXU SHQSA (which decrypted means “to find the key, look to poster three and find the crack”).
- Tape the key to the key lock behind word “crack” on the poster 3 quote – tape this poster to the wall.
- Set the four number combination lock to 8-7-3-1. This matches the coordinates on the map found in the support materials. Cut out the four longitude-latitude coordinates from the bottom of the map and place those near the maps. FYI – all of the numbers on the map correspond to canyons in the United States.
- Set the word lock to P-R-I-D-E. Using the invisible ink pen, circle letters P – R – I – D – E on the posters 1 and 2 of quotes.
- (Optional) With a Sharpie, draw a crack on each silly putty egg – one for each participant. Put silly putty and We Broke Out sign in the Breakout box.
- Attach the hasp to the breakout box and to the hasp lock attach the directional lock, the key lock, the word lock, and the four number combination lock.
Video Overview on the Set Up
With the Students
- Show students the BreakoutEdu Box.
- Read Eggbert: The Slightly Cracked Egg emphasizing that there are clues
- Project http://www.onlyinyourstate.com/usa/best-canyons-usa/ – have students view the different canyons in the US
- Give participants record and hint sheet preferably via a Google doc but paper versions can work, too.
- Go through the hints one at a time as a group. They can work with a partner or two of they choose. I emphasize not telling the answer until everyone has it. I strive to have everyone in the class participate by insuring that all have the correct answer prior to attempting to solve that clue – unlock that particular lock.
- Once they open the box and find the silly putty in the eggs, instruct them to sculpt something that makes them unique.
- For reflection, have the students blog about their experiences. If they are using iPad or Chromebooks, they can take a photo to go with their blogs.
- Further study: Students can look up the latitudes and longitudes to find out which canyons and gorges were represented.
Slideshow of Our Breakout Edu:
Thinglink of Resources: https://www.thinglink.com/scene/753039991126360065
I have been asked to return to teach summer enrichment classes on maker education for elementary-aged learners at a local school during the summer of 2016. One of the new classes I am designing is called Coding and Bots. It is a week long (5 days) class that will meet for 2.5 hours each morning. The description is:
Learn how to code first by playing games and then by coding some bots including Sphero, Ollie, mBot, OZOBOT, and Dash and Dot. All ages are welcome but the child should have basic symbol recognition/reading skills.
Two things to note about this class are, first, I learned last summer not to underestimate the learning potential of very young kids. These classes are mixed ages ranging from 4 to 10 year old kids. For most of the maker education activities, the very young ones could perform them, sometimes better than the older kids. Second, I am a strong proponent of hands on activities. Although I like the use of iPads and computers, I want elementary aged students to have to directly interact with materials. As such, I am designing Coding and Bots to include using their bodies and manipulating objects. This translates into having all activities include the use of objects and materials excluding and in conjunction with the iPad – not just using the iPad and online apps/tools to learn to code. The activities I plan to do follow:
Warm-Ups: Human Robots
Coding the Cups
Adapted from this Tinkersmith Activity, learners use symbols and plastic cups to act as robots using the coded symbols to build and manipulate a cup stack. Each small group of 2 to 4 learners gets 18 to 24 plastic cups and a set of symbol cards (a few sets of the template below):
The cups are lined up on two levels. Each player, one at a time, picks and flips over one of the symbol cards and does the action stated on the card with the cups. In doing their movements, players need to insure that their selected cup is in contact with at least one other cup as part of their action. A player is “out” if s/he knocks over the cup/cups. The winner is the last player who places a cup without knocking any over. To increase the challenge, have learners play the game with just the symbols during second or third round of the game.
Kodable fuzzFamily Frenzy
Learners create a simple obstacle course where they “program” a partner to complete it using the code key below. Once they have written their code their partner must follow instructions to complete the course.
An Outdoor Treasure Hunt Through Codes
The educator sets up a Treasure Hunt outdoors for the learners to solve using coding clues provided by the educator. The coding clues are based on the following legend:
The pre-activity set-up includes setting up clues around the outdoor learning environment that lead from landmark to landmark and finally to a treasure (a treat or prize of some kind) along with the coding clues to get to each of the landmarks. Several routes might have to be set up if working with a larger group. I recommend no more than 3 or 4 per group. Learners are given the first clue, a series of the coding symbols that lead to the first landmark. An example might look like:
When they arrive at that landmark, they will find another clue, another series of coding symbols that lead to the next landmark and so on until they arrive at the last landmark that contains their treasure.
As a follow-up, learners will be separated into smaller groups to set up a treasure hunt for the other groups using the same legend of coding symbols.
This activity was adapted from Kodable’s Fuzz Family activity.
Superhero Coding for Kids
Use basic programming ideas to help Batman avoid the bad guys and get the jewels! You have to get him to move on the right path around the obstacles using basic programming commands. The directions for this game can be found at http://littlebinsforlittlehands.com/superhero-computer-coding-game-without-a-computer/
Board + Manipulative Games
Robot Turtles Game
Learners will play the Robot Turtles Board Game. Robot Turtles is the a board game that teaches coding skills to kids as young as four, and the only screen-free resource for this pivotal age group. Read more at http://thinkfun.com/media-center/robot-turtles/.
Coding Monkey Island
Learners will also play the Code Monkey Island. Its description is:
Code Monkey Island, the board game designed to teach players of all ages computer science logic! As the wise leader of your own tribe of monkeys, it’s up to you to guide all three of your monkeys safely around the board and into the banana grove. You’ll have to use concepts like conditional statements, looping, booleans, assignment operators and more to earn moves for your monkeys, dodge quicksand traps, and score some delicious fruit along the way!
In Code Master, your Avatar travels to an exotic world in search of power Crystals. Along the way, you use programming logic to navigate the Map. Think carefully, in each level, only one specific sequence of actions will lead to success. Once you collect all the Crystals and land at the Portal, you win! (http://thinkfun.com/products/code-master/)
Osmo Coding begins with an assortment of modular magnetic blocks. You snap together numbered blocks along with commands such as “run,” “jump,” and “grab,” as you guide a tiny monster named Awbie on his eternal quest for more strawberries. https://www.playosmo.com/en/coding/)
Bots and Coding
Finally. the learners will move into coding the bots: Sphero, Dash and Bot, and Ozobot.
Learners will code their Spheros and Ollies using the Tynker app.
MESH are wireless electronic tags shaped like blocks and each of them has different function. When you connect them together by using MESH app, your ‘what if’ ideas come to life. There is no need for knowledge of electronics or programming. Creating an IoT (internet of things) system will be very simple with MESH. http://meshprj.com/en/
Children ages 5 and up learn the foundations of problem solving and computer programming as they have fun with Dash & Dot. Dash Dash is an explorer who zips around the room, getting into mischief along the way. Using sensors, Dash can detect objects in front and behind, hear where you are, and see where Dot is. This robot has quite the personality and becomes more capable as you program and play. Introducing Dot Dot is a puppet master who instigates the adventures that Dash goes on. When you toss, shake, or pick Dot up, Dot sends a signal telling Dash what to do. Dot can also tell stories using lights, sounds, and eye expressions.
Lesson plans for Dot and Dash can be found at https://teachers.makewonder.com/lessons.
OZOBOT is an award winning smart robot, designed to teach kids & techies alike about robotics, programming & coding.
Ozoblocky is the programming language. The editor can be found at http://ozoblockly.com/editor
CodeBug is a cute, programmable and wearable device designed to introduce simple programming and electronic concepts to anyone, at any age. CodeBug can display graphics and text, has touch sensitive inputs and you can power it with a watch battery. It is easy to program CodeBug using the online interface, which features colourful drag and drop blocks, an in-browser emulator and engaging community features. Create your own games, clothes, robots or any other wacky inventions you have in mind! (http://www.codebug.org.uk/whatiscodebug/)
Extras – Build a Bot
The O Watch
I like and have always used games in my classrooms. One of my current educational interests is maker education. As such, I have begun creating games for maker education – see my first one, a board game, at Reflecting on the Making Process. The game I am presenting here is a card game that ends with the makers making something based on selected cards. Each maker picks a card from each of the three categories:
- The Thing or Process
- The Product
- The Population.
For example, a maker may choose, Create a Blueprint from The Thing or Process category; a New Toy from the Product category; and Adults from the population category meaning the maker would create a blueprint for a new toy for adults. The educator and makers can choose whether it is a “blind” pick or one in which the makers see their options. (Note – I would love to increase options in all categories. If you have additional card ideas, please leave them in the comments section).
They replaced the old spin bikes with some new ones at the health club where I work out. These new ones have a feedback monitor that provides feedback about effort via the RPM, watts, and gear level, The spin instructor told us that the recommended watts for a good workout is over 200. I started my workout as I always do, putting out my typical amount of effort. The watts indicator hovered between 100 and 125. Yikes! I have gone to two workouts using this monitor. I have reached, huffing and puffing, 200 watts on a few occasions, and attempt to keep it at around 150. I wasn’t able to reach 200 watts the first time and felt a great sense of achievement upon doing so during my second spin class with the monitor. Needless to say, these were some of the best spin workouts I have accomplished. I realized that the monitor made my spin performance into a type of game by me providing me with ongoing and continuous feedback and a way to level up.
I made the connection between my experiences on the spin bike and the need for humans to feel a sense of achievement.
Need for achievement (N-Ach) refers to an individual’s desire for significant accomplishment, mastering of skills, control, or high standards. The term was first used by Henry Murray and associated with a range of actions. These include: “intense, prolonged and repeated efforts to accomplish something difficult. To work with singleness of purpose towards a high and distant goal. To have the determination to win”. (http://en.wikipedia.org/wiki/Need_for_achievement)
I began thinking about how all of this applies to the educational setting. I have a cynical view about assessments, most often in the form of tests, and how they are used at school. They are often contrived and separate from the learning process, and a measure of a student’s deficiencies. As such, students do not use information gleamed from the assessment process to improve their performance. As a deficiency model, rather than one that promotes a sense of achievement, students who do not achieve 100% proficiency feel as though they have failed in some way.
Assessment should be a continuous feedback loop, one that is integrated into the learning process, and where the feedback improves the competency of the learner. Assessments should be used as opportunities to develop competencies and the related sense of achievement.
Sal Khan discusses this problem of testing:
Regardless of whether they can prove proficiency in 70, 80, or 90 percent of the material, they are “passed” to the next class, which builds on 100 percent of what they should have learned. Fast-forward six months, and students are lucky to retain even 10 percent of what was “covered.”
This is a grand exercise in labeling and filtering students with arbitrary grades rather than teaching them. It is a hugely inefficient use of time and resources, but no one wants to notice, because it is the way things have always been done.
Perhaps the worst artifact of this system is that most students end up mastering nothing. What is the 5 percent that even the A student, with a 95 percent, doesn’t know? The question becomes scarier when considering the B or C student. How can they even hope to understand 100 percent of a more advanced class?
Ten years from today, students will be learning at their own pace, with all relevant data being collected on how to optimize their learning and the content itself. Grades and transcripts will be replaced with real-time reports and analytics on what a student actually knows and doesn’t know. (YouTube U. Beats YouSnooze U.)
This is why I believe that game-based learning is becoming popular and being promoted viable means for assessment.
As James Gee notes:
Games don’t separate learning and assessment. They are giving you feedback all the time about the learning curve you are on.
So what is the difference between a game or a machine giving feedback and a teacher giving a grade? How does all of this relate to intrinsic versus extrinsic motivation? Is getting feedback from a game extrinsic motivation? Does the external rewards gained through leveling up in a video game or gaining a badge by completing a series of competencies diminish the sense of accomplishment?
It may seem counter intuitive to think that children would consider harder work a reward for doing well on a homework problem, test, or physical skill to which they devoted considerable physical or mental energy. Yet, that is just what the video playing brain seeks after experiencing the pleasure of reaching a higher level in the game. A computer game doesn’t hand out cash, toys, or even hugs. The motivation to persevere is the brain seeking another surge of dopamine — the fuel of intrinsic reinforcement.
Good games give players opportunities for experiencing intrinsic reward at frequent intervals, when they apply the effort and practice the specific skills they need to get to the next level. The games do not require mastery of all tasks and the completion of the whole game before giving the brain the feedback for dopamine boosts of satisfaction.
. . . which she further notes, helps students develop competencies and the related sense of achievement.
In the classroom, the video [game] model can be achieved with timely, corrective feedback so students recognize incorrect foundational knowledge and then have opportunities to strengthen the correct new memory circuits through practice and application. However, individualized instruction, assignments, and feedback, that allow students to consistently work at their individualized achievable challenge levels, are time-consuming processes not possible for teachers to consistently provide all students.
The best on-line learning programs for building students’ missing foundational knowledge use student responses to structure learning at individualized achievable challenge levels. These programs also provide timely corrective and progress-acknowledging feedback that allows the students to correct mistakes, build understanding progressively, and recognize their incremental progress.
How can all of these ideas influence how educators provide feedback to learners and opportunities to develop competencies along with the resultant sense of achievement?
When I teach my class on Pedagogy and Learning, one of the first questions I ask my learners (both pre-service and in-service teachers) is, What do you consider your most significant and powerful learning experience? None of them ever mention one that occurred within an institutional school setting. Caine’s most powerful learning experience, like my students, did not occur within the walls of a school building.
“Caine’s Arcade” — a short film about a 9-year-old boy who built an elaborate cardboard arcade in his dad’s used auto parts store in East L.A. — has gone viral with over 2 million views in less than a week. It is being talked about by many news outlets and social media networks, and his Facebook page, https://www.facebook.com/cainesarcade, has close the 100,000 likes.
Why is Caine’s story touching so many? I believe it touches people’s hearts due to the authentic passion Caine shows for his craft. Some the characteristics of Caine’s passion include:
- Tinkering: His dad, “He takes apart all of his toys to see how they work.”
- Foresight, planning, and attention to details: Caine, “I have fun passes, office speakers, business cards, tokens, and prizes. The winning tickets come through the box arcade like they would in a real arcade.”
- Open to feedback: Caine, “People told me that my soccer game was too easy so I added goalies.”
- Encouraged to problem-solve: Caine, “Dad, I want a claw machine for my arcade.” Dad, “Caine, then build one.”
- Patience and tenacity: “Caine never gets discouraged waiting for customers.”
- At least one caring adult: His father and film maker, Nirvan Mullick, believed in and supported his efforts. Nirvan, “This kid is a genius.”
- Joy: Caine found joy in all parts of his business venture.
- Game-based learning. Caine created his own form of game-based learning and it was NOT technology-based.
Forbes magazine has even recognized and analyzed Caine’s success in their article 9 Hidden Factors of Caine’s Arcade Success:
- He asked permission: He asked permission to use some unused space and recyclable materials.
- He sought to serve others: Caine’s passion is focused on what others will experience.
- He had a benefactor: With indie filmmaker, Nirvan Mullick, a chain of wonderful events is set in motion.
- The visual is clutch: Caine certainly understood the importance of making something visually appealing and having a story.
- More than x-box: There is excitement when adults see children and young people striving to do something other than electronic games.
- Familiar with yes: Caine appears to have heard the answer, yes, often in his life.
- He made use of remnants: There is a certain allure in American entrepreneur circles for turning waste in wonder, of finding a diamond in the rough, so to speak.
- Preparation meets work: His chance to meet Nirvan Mullick came because he was waiting and looking for a customer.
- Tears of joy: The hidden lesson is that Caine maintained an air of thankfulness and gratitude through his long summer and that rubbed off on others.
. . . and Seth Godin, the famous blogger, had this to say:
The first thing that made me smile was how willing Caine was to do his art regardless of how the world responded (it didn’t). Caine didn’t care. The goal wasn’t to be accepted, the goal was to do it right.
The second extraordinary thing is easy to miss. Around 3:30, you learn Caine’s folk-arithmetic trick of using square roots to validate the PIN numbers on each fun pass. Extraordinary.
And the third? Starting around the nine-minute mark, any entrepreneur with a heart is going to shed a few tears. In the immortal words of Caine Monroy, “and I thought they were here for me, and they were.” (http://sethgodin.typepad.com/seths_blog/2012/04/lessons-from-caines-arcade.html)
Why is this type of ingenuity, innovation, and entrepreneurship not being nourish within the school walls? How can we include passion-based learning as part of the curriculum? For more information about passion-based learning, see:
- Nine Tenets of Passion-Based Learning
- PBL is Passion-Based Learning: Show Me Your Passion
- Passion-based learning in the 21st century: An interview with Sheryl Nussbaum-Beach
- Guidelines of Passion-Based Learning
Passion is not tangible but it can definitely be seen and felt as the following photos demonstrate. Caine sees, for the first time, the crowd of people wanting to play his arcade games, the crowd he so patiently wished and waited for.
Caine told his dad that this was the best day of his whole life!
I wish for all children to have an arcade moment like Caine at least one time during their lives.