English Majors Can Be Doctors Too: Medical School Rethinks Pre-Med
How Digital Games Help Teachers Make Connections to Lessons and Students
How Teachers Can Use Video Games In The Humanities Classroom
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David Muller, dean of medical education at Mount Sinai, believes that including in each medical school class some students who have a strong background in the humanities makes traditional science students better doctors, too.","publishDate":1432817568,"status":"inherit","parent":40685,"modified":1432818197,"caption":"Dr. David Muller, dean of medical education at Mount Sinai, believes that including in each medical school class some students who have a strong background in the humanities makes traditional science students better doctors, too.","credit":"Cindy Carpien for NPR","description":"Dr. David Muller, dean of medical education at Mount Sinai, believes that including in each medical school class some students who have a strong background in the humanities makes traditional science students better doctors, 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His internationally celebrated writing on education, parenting, and game-based learning can be found on \u003ca href=\"http://www.forbes.com/sites/jordanshapiro/\">Forbes.com\u003c/a>. He teaches in Temple University's Intellectual Heritage Department where he’s also the Digital Learning Coordinator. He is the parent of two boys (six and eight years old) and the lead administrator at \u003ca href=\"http://www.projectlearnschool.org/\">Project Learn School\u003c/a> (an independent cooperative K-8 school in Philadephia). 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And that's exactly the point.\u003c/p>\n\u003cp>Most of the class majored in biology or chemistry, crammed for the medical college admission test and got flawless grades and scores.\u003c/p>\n\u003cp>But a growing percentage came through a humanities-oriented program at Mount Sinai known as \u003ca href=\"https://icahn.mssm.edu/departments-and-institutes/psychiatry/newsletter/humanities-and-medicine-early-assurance-program-at-mount-sinai-accepts-liberal-arts-students-into-medical-school\">HuMed\u003c/a>. As undergraduates, they majored in things like English or history or medieval studies. And though they got good grades, too, they didn't take the \u003ca href=\"https://www.aamc.org/students/applying/mcat/\">MCAT\u003c/a>, because Mount Sinai guaranteed them admission after their sophomore year of college.\u003c/p>\n\u003cp>Adding students who are steeped in more than just science to the medical school mix is a serious strategy at Mount Sinai.\u003c/p>\n\u003cp>\u003ca href=\"http://www.mountsinai.org/profiles/david-muller\">Dr. David Muller\u003c/a> is Mount Sinai's dean for medical education. One wall of his cluttered office is a massive whiteboard covered with to-do tasks and memorable quotations. One quote reads: \"Science is the foundation of an excellent medical education, but a well-rounded humanist is best suited to make the most of that education.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The HuMed program dates back to 1987, when \u003ca href=\"http://www.mountsinai.org/profiles/nathan-kase\">Dr. Nathan Kase\u003c/a>, who was dean of medical education at the time, wanted to do something about what had become known as \u003ca href=\"http://www.fasebj.org/cgi/content/meeting_abstract/22/1_MeetingAbstracts/766.10\">pre-med syndrome\u003c/a>. Schools across the country were worried that the striving for a straight-A report card and high test scores was actually producing sub-par doctors. Applicants — and, consequently, medical students — were too single-minded.\u003c/p>\n\u003cp>Kase, according to Muller, \"really had a firm belief that you couldn't be a good doctor and a well-rounded doctor — relate to patients and communicate with them — unless you really had a good grounding in the liberal arts.\"\u003c/p>\n\u003cp>So Mount Sinai began accepting humanities majors from a handful of top-flight liberal arts schools after their second year of college. These students are expected to continue to follow their nonscientific interests for the remainder of their college careers.\u003c/p>\n\u003cp>Mount Sinai takes care of teaching these students the science they need, during the summers. Interestingly, it's not exactly the same courses that are studied in most pre-med programs.\u003c/p>\n\u003cfigure id=\"attachment_40687\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/05/loveandmurphy_enl-3f54de32eb2a95d70c5e73a44b3e74b7a9964f26.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/05/loveandmurphy_enl-3f54de32eb2a95d70c5e73a44b3e74b7a9964f26-400x333.jpg\" alt=\"First-year medical students Keith Love (left) and Jimmy Murphy both studied environmental science as undergraduates, before joining Mount Sinai's HuMed program.\" width=\"400\" height=\"333\" class=\"size-thumbnail wp-image-40687\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/05/loveandmurphy_enl-3f54de32eb2a95d70c5e73a44b3e74b7a9964f26-400x333.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/05/loveandmurphy_enl-3f54de32eb2a95d70c5e73a44b3e74b7a9964f26-800x666.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/05/loveandmurphy_enl-3f54de32eb2a95d70c5e73a44b3e74b7a9964f26-1440x1200.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/05/loveandmurphy_enl-3f54de32eb2a95d70c5e73a44b3e74b7a9964f26-1180x983.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/05/loveandmurphy_enl-3f54de32eb2a95d70c5e73a44b3e74b7a9964f26-960x800.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">First-year medical students Keith Love (left) and Jimmy Murphy both studied environmental science as undergraduates, before joining Mount Sinai's HuMed program. \u003ccite>(Cindy Carpien for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The usual pre-med sciences — including several semesters of chemistry, physics, and calculus — date from the early 1900s, when an educator named \u003ca href=\"http://www.medicinenet.com/script/main/art.asp?articlekey=8795\">Abraham Flexner\u003c/a> revolutionized medical school by turning it into a truly scientific endeavor.\u003c/p>\n\u003cp>But those core science courses haven't changed much since Flexner, Muller says, while science has.\u003c/p>\n\u003cp>\"The science for 1910 is only nominally relevant today; yet that's the filter through which everyone has to come,\" he says.\u003c/p>\n\u003cp>And that filter often weeds out people who could make excellent practitioners. Too frequently, Muller says, \"if you can't get an A-minus in organic chemistry, you're not going to be a doctor.\"\u003c/p>\n\u003cp>Such artificial barriers \"exclude people from medical school that we desperately need,\" he says.\u003c/p>\n\u003cp>Studies have shown that the students in Mt. Sinai's Humanities in Medicine program are \u003ca href=\"http://journals.lww.com/academicmedicine/Fulltext/2010/08000/Challenging_Traditional_Premedical_Requirements_as.26.aspx\">just as successful\u003c/a> in medical school as the students who take more science classes in college. And they are slightly more likely to choose primary care or psychiatry as a specialty — both areas of \u003ca href=\"http://www.post-gazette.com/news/health/2014/03/16/Psychiatrists-in-short-supply-nationwide-Pittsburgh/stories/201403160076\">high need\u003c/a>.\u003c/p>\n\u003cp>At a recent end-of-year party thrown by the medical students for professors and administrators, even the teachers had trouble remembering who was a \"HuMed\" student and who wasn't.\u003c/p>\n\u003cp>Someone finally points out Virginia Flatow. She's a second-year student from New York. She majored in psychology at Bates College in Maine. But she was also on the debate team. That meant lots of traveling to tournaments. Flatow says she would never have been able to do that if she'd been on the classical pre-med track.\u003c/p>\n\u003cp>\"There are very few [medical school] courses — maybe, I can think of \u003cem>one\u003c/em> off the top of my head — where doing a lot of science in college helps you,\" Flatow says. \"The rest of it is just a matter of, 'How well do you study?' \"\u003c/p>\n\u003cp>Flatow agrees with a growing number of medical educators that organic chemistry is largely irrelevant for medical school, and that its difficulty discourages many students.\u003c/p>\n\u003cp>\"I know so many people who took one semester of organic chemistry [and] dropped pre-med,\" she says. \"My brother was one of them.\"\u003c/p>\n\u003cp>John Rhee, another second-year HuMed student, majored in public policy at Cornell and says he was even thinking about going into hotel management. But he decided to become a doctor after taking a summer job at a hospice.\u003c/p>\n\u003cp>\"The experience was so deep for me,\" he says, \"partnering with a patient through end-of-life care.\"\u003c/p>\n\u003cp>[contextly_sidebar id=\"zkzO0SE0Wzhw995nr1D00NhW9uligFwm\"]\u003c/p>\n\u003cp>Keith Love, a first-year HuMed student from Colby College in Maine, says he originally gave himself a \"zero percent chance\" of going to medical school. He studied environmental science and anthropology in college, and still escapes Manhattan some early mornings to go birding. But, he says, \"I thought about what I really wanted to get out of a career — and it was medicine.\"\u003c/p>\n\u003cp>These non-traditional students serve yet another role: They round out what could otherwise be a class full of science wonks.\u003c/p>\n\u003cp>\"I think the cross-fertilization of ideas that goes on ... ultimately everyone benefits from it,\" says Harsh Chawla, a third-year student from Danville, Calif. He did the traditional pre-med program, majoring in biology at the University of Southern California.\u003c/p>\n\u003cp>The effort has worked so well, in fact, that Mount Sinai is expanding it, opening it to students in any major from any college or university. Eventually half the class will be admitted via a slightly reconfigured program, which has a new name: \u003ca href=\"http://icahn.mssm.edu/education/medical/admissions/flexmed\">FlexMed\u003c/a>.\u003c/p>\n\u003cp>Back in his 13\u003csup>th-\u003c/sup>floor office, Muller shows visitors his commanding view of the East River and East Harlem, \"which is sort of the core community we serve as a medical school.\"\u003c/p>\n\u003cp>And while he describes his own pre-med training as \"cookie cutter,\" Muller has done his own share of thinking outside the box. Among other things, he is nationally recognized for helping create the nation's largest academic \u003ca href=\"http://www.pbs.org/wgbh/pages/frontline/facing-death/interviews/david-muller.html\">home-visiting program\u003c/a> for patients.\u003c/p>\n\u003cp>But what would he have pursued in college had he not headed straight to the science track?\u003c/p>\n\u003cp>He thinks for a moment. \"Literature — English lit,\" he says, wistfully. \"I read voraciously as a kid, and that almost came to a complete standstill in college because there was just no time to breathe.\"\u003c/p>\n\u003cp>Can pursuing different interests really make a better doctor? Of that Muller is confident.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"People who look at the same problems through different lenses will make us better in the long run,\" he says. \"Now, can I prove that's going to be the case? No. But I'd like to believe that it is.\" \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 Kaiser Health News. To see more, visit \u003ca href=\"http://www.kaiserhealthnews.org/\">http://www.kaiserhealthnews.org/\u003c/a>.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Top+Medical+School+Revamps+Requirements+To+Lure+English+Majors&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Many of the students at Mount Sinai's medical school in New York majored in English or history, and never took the MCAT. The school sees that diversity among its students as a great strength.","status":"publish","parent":0,"modified":1432819008,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":35,"wordCount":1192},"headData":{"title":"English Majors Can Be Doctors Too: Medical School Rethinks Pre-Med | KQED","description":"Many of the students at Mount Sinai's medical school in New York majored in English or history, and never took the MCAT. The school sees that diversity among its students as a great strength.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"English Majors Can Be Doctors Too: Medical School Rethinks Pre-Med","datePublished":"2015-05-28T13:16:48.000Z","dateModified":"2015-05-28T13:16:48.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"40685 http://ww2.kqed.org/mindshift/?p=40685","disqusUrl":"https://ww2.kqed.org/mindshift/2015/05/28/english-majors-can-be-doctors-too-medical-school-rethinks-pre-med/","disqusTitle":"English Majors Can Be Doctors Too: Medical School Rethinks Pre-Med","nprByline":"Julie Rovner, \u003ca href=\"http://www.npr.org/sections/health-shots/2015/05/27/407967899/a-top-medical-school-revamps-requirements-to-lure-english-majors\">KHN\u003c/a>","nprStoryId":"407967899","nprApiLink":"http://api.npr.org/query?id=407967899&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/health-shots/2015/05/27/407967899/a-top-medical-school-revamps-requirements-to-lure-english-majors?ft=nprml&f=407967899","nprRetrievedStory":"1","nprPubDate":"Wed, 27 May 2015 19:11:00 -0400","nprStoryDate":"Wed, 27 May 2015 16:33:00 -0400","nprLastModifiedDate":"Wed, 27 May 2015 16:44:15 -0400","nprAudio":"http://pd.npr.org/anon.npr-mp3/npr/atc/2015/05/20150527_atc_a_top_medical_school_revamps_requirements_to_lure_english_majors.mp3?orgId=105043435&topicId=1128&d=324&p=2&story=407967899&t=progseg&e=409956590&seg=9&ft=nprml&f=407967899","nprAudioM3u":"http://api.npr.org/m3u/1410074641-a8bd00.m3u?orgId=105043435&topicId=1128&d=324&p=2&story=407967899&t=progseg&e=409956590&seg=9&ft=nprml&f=407967899","path":"/mindshift/40685/english-majors-can-be-doctors-too-medical-school-rethinks-pre-med","audioUrl":"http://pd.npr.org/anon.npr-mp3/npr/atc/2015/05/20150527_atc_a_top_medical_school_revamps_requirements_to_lure_english_majors.mp3?orgId=105043435&topicId=1128&d=324&p=2&story=407967899&t=progseg&e=409956590&seg=9&ft=nprml&f=407967899","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>You can't tell by looking which students at Mount Sinai's school of medicine in New York City were traditional pre-meds as undergraduates and which weren't. And that's exactly the point.\u003c/p>\n\u003cp>Most of the class majored in biology or chemistry, crammed for the medical college admission test and got flawless grades and scores.\u003c/p>\n\u003cp>But a growing percentage came through a humanities-oriented program at Mount Sinai known as \u003ca href=\"https://icahn.mssm.edu/departments-and-institutes/psychiatry/newsletter/humanities-and-medicine-early-assurance-program-at-mount-sinai-accepts-liberal-arts-students-into-medical-school\">HuMed\u003c/a>. As undergraduates, they majored in things like English or history or medieval studies. And though they got good grades, too, they didn't take the \u003ca href=\"https://www.aamc.org/students/applying/mcat/\">MCAT\u003c/a>, because Mount Sinai guaranteed them admission after their sophomore year of college.\u003c/p>\n\u003cp>Adding students who are steeped in more than just science to the medical school mix is a serious strategy at Mount Sinai.\u003c/p>\n\u003cp>\u003ca href=\"http://www.mountsinai.org/profiles/david-muller\">Dr. David Muller\u003c/a> is Mount Sinai's dean for medical education. One wall of his cluttered office is a massive whiteboard covered with to-do tasks and memorable quotations. One quote reads: \"Science is the foundation of an excellent medical education, but a well-rounded humanist is best suited to make the most of that education.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The HuMed program dates back to 1987, when \u003ca href=\"http://www.mountsinai.org/profiles/nathan-kase\">Dr. Nathan Kase\u003c/a>, who was dean of medical education at the time, wanted to do something about what had become known as \u003ca href=\"http://www.fasebj.org/cgi/content/meeting_abstract/22/1_MeetingAbstracts/766.10\">pre-med syndrome\u003c/a>. Schools across the country were worried that the striving for a straight-A report card and high test scores was actually producing sub-par doctors. Applicants — and, consequently, medical students — were too single-minded.\u003c/p>\n\u003cp>Kase, according to Muller, \"really had a firm belief that you couldn't be a good doctor and a well-rounded doctor — relate to patients and communicate with them — unless you really had a good grounding in the liberal arts.\"\u003c/p>\n\u003cp>So Mount Sinai began accepting humanities majors from a handful of top-flight liberal arts schools after their second year of college. These students are expected to continue to follow their nonscientific interests for the remainder of their college careers.\u003c/p>\n\u003cp>Mount Sinai takes care of teaching these students the science they need, during the summers. Interestingly, it's not exactly the same courses that are studied in most pre-med programs.\u003c/p>\n\u003cfigure id=\"attachment_40687\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/05/loveandmurphy_enl-3f54de32eb2a95d70c5e73a44b3e74b7a9964f26.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/05/loveandmurphy_enl-3f54de32eb2a95d70c5e73a44b3e74b7a9964f26-400x333.jpg\" alt=\"First-year medical students Keith Love (left) and Jimmy Murphy both studied environmental science as undergraduates, before joining Mount Sinai's HuMed program.\" width=\"400\" height=\"333\" class=\"size-thumbnail wp-image-40687\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/05/loveandmurphy_enl-3f54de32eb2a95d70c5e73a44b3e74b7a9964f26-400x333.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/05/loveandmurphy_enl-3f54de32eb2a95d70c5e73a44b3e74b7a9964f26-800x666.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/05/loveandmurphy_enl-3f54de32eb2a95d70c5e73a44b3e74b7a9964f26-1440x1200.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/05/loveandmurphy_enl-3f54de32eb2a95d70c5e73a44b3e74b7a9964f26-1180x983.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/05/loveandmurphy_enl-3f54de32eb2a95d70c5e73a44b3e74b7a9964f26-960x800.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">First-year medical students Keith Love (left) and Jimmy Murphy both studied environmental science as undergraduates, before joining Mount Sinai's HuMed program. \u003ccite>(Cindy Carpien for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The usual pre-med sciences — including several semesters of chemistry, physics, and calculus — date from the early 1900s, when an educator named \u003ca href=\"http://www.medicinenet.com/script/main/art.asp?articlekey=8795\">Abraham Flexner\u003c/a> revolutionized medical school by turning it into a truly scientific endeavor.\u003c/p>\n\u003cp>But those core science courses haven't changed much since Flexner, Muller says, while science has.\u003c/p>\n\u003cp>\"The science for 1910 is only nominally relevant today; yet that's the filter through which everyone has to come,\" he says.\u003c/p>\n\u003cp>And that filter often weeds out people who could make excellent practitioners. Too frequently, Muller says, \"if you can't get an A-minus in organic chemistry, you're not going to be a doctor.\"\u003c/p>\n\u003cp>Such artificial barriers \"exclude people from medical school that we desperately need,\" he says.\u003c/p>\n\u003cp>Studies have shown that the students in Mt. Sinai's Humanities in Medicine program are \u003ca href=\"http://journals.lww.com/academicmedicine/Fulltext/2010/08000/Challenging_Traditional_Premedical_Requirements_as.26.aspx\">just as successful\u003c/a> in medical school as the students who take more science classes in college. And they are slightly more likely to choose primary care or psychiatry as a specialty — both areas of \u003ca href=\"http://www.post-gazette.com/news/health/2014/03/16/Psychiatrists-in-short-supply-nationwide-Pittsburgh/stories/201403160076\">high need\u003c/a>.\u003c/p>\n\u003cp>At a recent end-of-year party thrown by the medical students for professors and administrators, even the teachers had trouble remembering who was a \"HuMed\" student and who wasn't.\u003c/p>\n\u003cp>Someone finally points out Virginia Flatow. She's a second-year student from New York. She majored in psychology at Bates College in Maine. But she was also on the debate team. That meant lots of traveling to tournaments. Flatow says she would never have been able to do that if she'd been on the classical pre-med track.\u003c/p>\n\u003cp>\"There are very few [medical school] courses — maybe, I can think of \u003cem>one\u003c/em> off the top of my head — where doing a lot of science in college helps you,\" Flatow says. \"The rest of it is just a matter of, 'How well do you study?' \"\u003c/p>\n\u003cp>Flatow agrees with a growing number of medical educators that organic chemistry is largely irrelevant for medical school, and that its difficulty discourages many students.\u003c/p>\n\u003cp>\"I know so many people who took one semester of organic chemistry [and] dropped pre-med,\" she says. \"My brother was one of them.\"\u003c/p>\n\u003cp>John Rhee, another second-year HuMed student, majored in public policy at Cornell and says he was even thinking about going into hotel management. But he decided to become a doctor after taking a summer job at a hospice.\u003c/p>\n\u003cp>\"The experience was so deep for me,\" he says, \"partnering with a patient through end-of-life care.\"\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Keith Love, a first-year HuMed student from Colby College in Maine, says he originally gave himself a \"zero percent chance\" of going to medical school. He studied environmental science and anthropology in college, and still escapes Manhattan some early mornings to go birding. But, he says, \"I thought about what I really wanted to get out of a career — and it was medicine.\"\u003c/p>\n\u003cp>These non-traditional students serve yet another role: They round out what could otherwise be a class full of science wonks.\u003c/p>\n\u003cp>\"I think the cross-fertilization of ideas that goes on ... ultimately everyone benefits from it,\" says Harsh Chawla, a third-year student from Danville, Calif. He did the traditional pre-med program, majoring in biology at the University of Southern California.\u003c/p>\n\u003cp>The effort has worked so well, in fact, that Mount Sinai is expanding it, opening it to students in any major from any college or university. Eventually half the class will be admitted via a slightly reconfigured program, which has a new name: \u003ca href=\"http://icahn.mssm.edu/education/medical/admissions/flexmed\">FlexMed\u003c/a>.\u003c/p>\n\u003cp>Back in his 13\u003csup>th-\u003c/sup>floor office, Muller shows visitors his commanding view of the East River and East Harlem, \"which is sort of the core community we serve as a medical school.\"\u003c/p>\n\u003cp>And while he describes his own pre-med training as \"cookie cutter,\" Muller has done his own share of thinking outside the box. Among other things, he is nationally recognized for helping create the nation's largest academic \u003ca href=\"http://www.pbs.org/wgbh/pages/frontline/facing-death/interviews/david-muller.html\">home-visiting program\u003c/a> for patients.\u003c/p>\n\u003cp>But what would he have pursued in college had he not headed straight to the science track?\u003c/p>\n\u003cp>He thinks for a moment. \"Literature — English lit,\" he says, wistfully. \"I read voraciously as a kid, and that almost came to a complete standstill in college because there was just no time to breathe.\"\u003c/p>\n\u003cp>Can pursuing different interests really make a better doctor? Of that Muller is confident.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"People who look at the same problems through different lenses will make us better in the long run,\" he says. \"Now, can I prove that's going to be the case? No. But I'd like to believe that it is.\" \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 Kaiser Health News. To see more, visit \u003ca href=\"http://www.kaiserhealthnews.org/\">http://www.kaiserhealthnews.org/\u003c/a>.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Top+Medical+School+Revamps+Requirements+To+Lure+English+Majors&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/40685/english-majors-can-be-doctors-too-medical-school-rethinks-pre-med","authors":["byline_mindshift_40685"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_20710","mindshift_47"],"featImg":"mindshift_40686","label":"mindshift"},"mindshift_37942":{"type":"posts","id":"mindshift_37942","meta":{"index":"posts_1591205157","site":"mindshift","id":"37942","score":null,"sort":[1415370872000]},"guestAuthors":[],"slug":"how-games-help-teachers-make-connections-to-lessons-and-students","title":"How Digital Games Help Teachers Make Connections to Lessons and Students","publishDate":1415370872,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_37734\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/games-obstacles.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/games-obstacles.jpg\" alt=\"Brad Flickinger/Flickr\" width=\"640\" height=\"360\" class=\"size-full wp-image-37734\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/games-obstacles.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/games-obstacles-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/games-obstacles-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Brad Flickinger/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">It's not unusual for educators to use analog games in the classroom, but as more classrooms gain access to technology, digital games are also making a strong showing. A recent \u003ca href=\"http://www.joanganzcooneycenter.org/publication/level-up-learning-a-national-survey-on-teaching-with-digital-games/\">Joan Ganz Cooney Center survey\u003c/a> of 694 K-8 teachers found that 74 percent of those surveyed use digital games in the classroom, up from 50 percent two years ago. Many of the teachers finding the most success are good at creatively connecting the game back to the curriculum, while allowing it to maintain the qualities of a good game. These teachers are often more comfortable with games themselves, playing for fun in their spare time, and are thus more likely to see valuable classroom connections. It’s one thing to have empirical evidence that digital games are growing in popularity and another to get an in-depth look at how and \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/benefits-of-gaming-what-research-shows/\" target=\"_blank\">why teachers see them as a valuable use of precious class time\u003c/a>. \u003c/p>\n\u003cp>\u003cstrong>INTRODUCING GLOBAL HISTORY\u003c/strong>\u003c/p>\n\u003cp>Zack Gilbert teaches a course called \"Ancient Civilizations\" at a middle school in Normal, Illinois. He’s been using game simulations in his classroom since 1995, but when he started playing the commercial game \"Civilization IV\" for fun he immediately \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/how-teachers-can-use-video-games-in-the-humanities-classroom/\" target=\"_blank\">recognized its potential\u003c/a> to get sixth-graders hooked on history.\u003c/p>\n\u003cp>“Especially for ancient civilizations, you want to make it as exciting as you can,” Gilbert said. “This is their first real taste of history for the world; most kids have no concept of what the history is in other countries.” When playing the game, students build up their own civilizations in different time periods, making choices in five categories: government, legal, labor, economy and religion.\u003c/p>\n\u003cp>“It gives the kids a visual,” Gilbert said. “They’re actually acting out and making decisions on things that people who lived thousands of years ago would have had to make.” He acknowledges that games like \"Civilization IV\" aren't appropriate for class use all the time and he doesn’t use them exhaustively. However, getting kids excited about the high stakes that historical figures faced is a great jumping-off point for writing assignments, discussions and interactive learning.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Struggling learners often come out of their shells and prove they can deliver some of the most innovative solutions. Succeeding in one area of class helps them gain confidence for other tasks, like writing and group projects.\u003c/aside>\n\u003cp>“When they’re building their first city, they have to look at the terrain around them. They have to look at the resources to see if this is a good place to build,” Gilbert said. Students often make mistakes in the game, and Gilbert has to restrain himself from trying to correct them immediately, instead letting them figure out where they went wrong. Students often build their cities on flood plains and watch as their citizens get sick and die. That experience prompts them to try a different approach next time. They now understand viscerally the devastation that choice would have brought to ancient civilizations.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/how-games-based-learning-teaches-problem-solving-in-context/\" target=\"_blank\">all starts connecting\u003c/a>,” Gilbert said. “When you get into the game it all connects to the state standards.” For example, if students build monuments in the game, they’re using math skills but also thinking about the artistic relevance of such a symbol. “You as the teacher need to know what your goal is for them, and then set them up so they can succeed,” Gilbert said. “If you have a good enough game, they’re going to gain more knowledge than you expect.”\u003c/p>\n\u003cp>Sandbox games are Gilbert’s favorites -- there are lots of ways to win or lose, and students get to show off their creativity and critical thinking. He also thinks commercial games are some of the best tools because of their rich graphics and strong game mechanics. \"Civilization IV\" is sometimes criticized for not being historically accurate, but Gilbert sees that flaw as a teachable moment. “You can turn the things that might not be necessarily correct into learning experiences,” he said.\u003c/p>\n\u003cp>Gilbert points out that the hardest part of any teacher’s job is reaching a variety of learners, all at different stages of development and academic skill. He’s noticed that while not all his students love playing video games for class, struggling learners often come out of their shells and prove they can deliver some of the most innovative solutions. Succeeding in one area of class helps them gain confidence for other tasks, like writing and group projects.\u003c/p>\n\u003cp>This anecdotal observation bears out in the Cooney Center research, which found that 55 percent of teachers who use digital games report they are a good tool for motivating low-performing students. Teachers see that motivation translating into academic performance. too: 78 percent of teachers using digital games saw improved performance on curricular subjects due to gameplay, and 71 percent saw improvement in extracurricular subjects.\u003c/p>\n\u003cp>Like many other teachers, Gilbert says it can be hard to integrate games into the curriculum when the focus is overwhelmingly on standards and state tests. “Things are becoming more regimented in the classroom,” he said. He understands that many teachers don’t have time to rework their whole curriculum to include games, especially if they themselves aren’t comfortable with digital gameplay.\u003c/p>\n\u003cp>\u003cstrong>GAMIFYING CLASS\u003c/strong>\u003c/p>\n\u003cp>Students in Caryn Swark’s Grade 6 class (she teaches in Alberta, Canada) come to school and immediately find themselves immersed in a fictional world where the king has been kidnapped and they must rescue him. Students have avatars and “level up” throughout the year as they master different skills. This gamified environment is part of the class DNA, so it’s no surprise that Swark is also using digital games to help students engage and connect with the material she’s teaching.\u003c/p>\n\u003cp>“There’s a lot of games that are basically worksheets in disguise,” Swark said. “I try to avoid those games as much as possible. They’re not really games and kids aren’t stupid.” Like Gilbert, Swark believes there are lots of educational merits to some commercial games, especially if teachers think expansively about how to build on game narratives and skills.\u003c/p>\n\u003cp>Swark uses Nintendo DS games like \"\u003ca href=\"http://en.wikipedia.org/wiki/Professor_Layton_and_the_Curious_Village\" target=\"_blank\">Professor Layton and the Curious Village\u003c/a>,\" a game that is basically like reading a novel embedded with math problems and puzzles. The first time she played it, Swark was struck by how similar some of the puzzles were to things she had asked students on worksheets. When kids play the game, they are doing lots of reading and math, but they like it.\u003c/p>\n\u003cp>Similarly, \"\u003ca href=\"https://www.prodigygame.com/USA/\" target=\"_blank\">Prodigy\u003c/a>,\" a commercial math computer game, is built around a wizarding world where students do battle by solving math problems. Swark wishes the math were a little more integrated, but students still find the game fun and engaging.\u003c/p>\n\u003cp>[contextly_sidebar id=\"zulTEeon8xg6R0Ol2bdivxOsLsl6uWu9\"]\u003c/p>\n\u003cp>“Instead of thinking about a checklist of curricular needs that I have to meet, I think about how this fits into what I need,” Swark said. She has found that not only are kids more interested in what they’re learning through gameplay, but they stick with tricky problems longer, work together better and are more open to trying over and over again. The stakes are lower when a student fails within the game, and she doesn’t see any of the test anxiety that has begun to plague her students.\u003c/p>\n\u003cp>“Framing things in terms of gameplay helps get through blocks for kids who get to Grade 6 and are already convinced that they can’t learn,” Swark said. She’s seen her weaker students gravitate toward gameplay and make significant gains. Games are one part of her yearlong goals to break students of the notion that they will fail even when they try.\u003c/p>\n\u003cp>As a female teacher and a “gamer,” Swark has often found bringing games into the classroom helps her connect more to her male students. And students who are alienated socially have become popular because of their abilities to help others in games like \"Minecraft.\"\u003c/p>\n\u003cp>Swark got inspired to try games in her classroom after reading Lee Sheldon’s book, \u003cem>The Multiplayer Classroom: Designing Coursework as a Game\u003c/em>, and jumped in feet first. She’s built on her success and retooled her failures, just as she’s asking her students to do with their schoolwork. Parents and administrators have been more supportive than she expected -- she’s even suggested parents expose their struggling readers to fan fiction to get them reading.\u003c/p>\n\u003cp>But not all teachers work in such supportive environments. In those cases, or when an educator is more hesitant, Swark recommends teachers check out game-rating sites like \"\u003ca href=\"http://www.graphite.org/\" target=\"_blank\">Graphite\u003c/a>,\" run by the nonprofit Common Sense Media, to choose games that clearly align with the grade and standards they teach. She also says it’s easier to start with overtly educational games and work up to the more open-ended games. Lastly, she says there’s a lot to learn from other educators.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“There’s a lot of people online who are doing this stuff,” Swark said. “They’re making lesson plans involving games, and you can find those. And then you don’t have to spend the time playing a video game for hours.”\u003c/p>\n\n","blocks":[],"excerpt":"Teachers finding the most success are good at creatively connecting the game back to the curriculum, while allowing it to maintain the qualities of a good game. ","status":"publish","parent":0,"modified":1415372289,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1600},"headData":{"title":"How Digital Games Help Teachers Make Connections to Lessons and Students | KQED","description":"Teachers finding the most success are good at creatively connecting the game back to the curriculum, while allowing it to maintain the qualities of a good game. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Digital Games Help Teachers Make Connections to Lessons and Students","datePublished":"2014-11-07T14:34:32.000Z","dateModified":"2014-11-07T14:58:09.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"37942 http://blogs.kqed.org/mindshift/?p=37942","disqusUrl":"https://ww2.kqed.org/mindshift/2014/11/07/how-games-help-teachers-make-connections-to-lessons-and-students/","disqusTitle":"How Digital Games Help Teachers Make Connections to Lessons and Students","path":"/mindshift/37942/how-games-help-teachers-make-connections-to-lessons-and-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_37734\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/games-obstacles.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/games-obstacles.jpg\" alt=\"Brad Flickinger/Flickr\" width=\"640\" height=\"360\" class=\"size-full wp-image-37734\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/games-obstacles.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/games-obstacles-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/games-obstacles-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Brad Flickinger/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">It's not unusual for educators to use analog games in the classroom, but as more classrooms gain access to technology, digital games are also making a strong showing. A recent \u003ca href=\"http://www.joanganzcooneycenter.org/publication/level-up-learning-a-national-survey-on-teaching-with-digital-games/\">Joan Ganz Cooney Center survey\u003c/a> of 694 K-8 teachers found that 74 percent of those surveyed use digital games in the classroom, up from 50 percent two years ago. Many of the teachers finding the most success are good at creatively connecting the game back to the curriculum, while allowing it to maintain the qualities of a good game. These teachers are often more comfortable with games themselves, playing for fun in their spare time, and are thus more likely to see valuable classroom connections. It’s one thing to have empirical evidence that digital games are growing in popularity and another to get an in-depth look at how and \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/benefits-of-gaming-what-research-shows/\" target=\"_blank\">why teachers see them as a valuable use of precious class time\u003c/a>. \u003c/p>\n\u003cp>\u003cstrong>INTRODUCING GLOBAL HISTORY\u003c/strong>\u003c/p>\n\u003cp>Zack Gilbert teaches a course called \"Ancient Civilizations\" at a middle school in Normal, Illinois. He’s been using game simulations in his classroom since 1995, but when he started playing the commercial game \"Civilization IV\" for fun he immediately \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/how-teachers-can-use-video-games-in-the-humanities-classroom/\" target=\"_blank\">recognized its potential\u003c/a> to get sixth-graders hooked on history.\u003c/p>\n\u003cp>“Especially for ancient civilizations, you want to make it as exciting as you can,” Gilbert said. “This is their first real taste of history for the world; most kids have no concept of what the history is in other countries.” When playing the game, students build up their own civilizations in different time periods, making choices in five categories: government, legal, labor, economy and religion.\u003c/p>\n\u003cp>“It gives the kids a visual,” Gilbert said. “They’re actually acting out and making decisions on things that people who lived thousands of years ago would have had to make.” He acknowledges that games like \"Civilization IV\" aren't appropriate for class use all the time and he doesn’t use them exhaustively. However, getting kids excited about the high stakes that historical figures faced is a great jumping-off point for writing assignments, discussions and interactive learning.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Struggling learners often come out of their shells and prove they can deliver some of the most innovative solutions. Succeeding in one area of class helps them gain confidence for other tasks, like writing and group projects.\u003c/aside>\n\u003cp>“When they’re building their first city, they have to look at the terrain around them. They have to look at the resources to see if this is a good place to build,” Gilbert said. Students often make mistakes in the game, and Gilbert has to restrain himself from trying to correct them immediately, instead letting them figure out where they went wrong. Students often build their cities on flood plains and watch as their citizens get sick and die. That experience prompts them to try a different approach next time. They now understand viscerally the devastation that choice would have brought to ancient civilizations.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/how-games-based-learning-teaches-problem-solving-in-context/\" target=\"_blank\">all starts connecting\u003c/a>,” Gilbert said. “When you get into the game it all connects to the state standards.” For example, if students build monuments in the game, they’re using math skills but also thinking about the artistic relevance of such a symbol. “You as the teacher need to know what your goal is for them, and then set them up so they can succeed,” Gilbert said. “If you have a good enough game, they’re going to gain more knowledge than you expect.”\u003c/p>\n\u003cp>Sandbox games are Gilbert’s favorites -- there are lots of ways to win or lose, and students get to show off their creativity and critical thinking. He also thinks commercial games are some of the best tools because of their rich graphics and strong game mechanics. \"Civilization IV\" is sometimes criticized for not being historically accurate, but Gilbert sees that flaw as a teachable moment. “You can turn the things that might not be necessarily correct into learning experiences,” he said.\u003c/p>\n\u003cp>Gilbert points out that the hardest part of any teacher’s job is reaching a variety of learners, all at different stages of development and academic skill. He’s noticed that while not all his students love playing video games for class, struggling learners often come out of their shells and prove they can deliver some of the most innovative solutions. Succeeding in one area of class helps them gain confidence for other tasks, like writing and group projects.\u003c/p>\n\u003cp>This anecdotal observation bears out in the Cooney Center research, which found that 55 percent of teachers who use digital games report they are a good tool for motivating low-performing students. Teachers see that motivation translating into academic performance. too: 78 percent of teachers using digital games saw improved performance on curricular subjects due to gameplay, and 71 percent saw improvement in extracurricular subjects.\u003c/p>\n\u003cp>Like many other teachers, Gilbert says it can be hard to integrate games into the curriculum when the focus is overwhelmingly on standards and state tests. “Things are becoming more regimented in the classroom,” he said. He understands that many teachers don’t have time to rework their whole curriculum to include games, especially if they themselves aren’t comfortable with digital gameplay.\u003c/p>\n\u003cp>\u003cstrong>GAMIFYING CLASS\u003c/strong>\u003c/p>\n\u003cp>Students in Caryn Swark’s Grade 6 class (she teaches in Alberta, Canada) come to school and immediately find themselves immersed in a fictional world where the king has been kidnapped and they must rescue him. Students have avatars and “level up” throughout the year as they master different skills. This gamified environment is part of the class DNA, so it’s no surprise that Swark is also using digital games to help students engage and connect with the material she’s teaching.\u003c/p>\n\u003cp>“There’s a lot of games that are basically worksheets in disguise,” Swark said. “I try to avoid those games as much as possible. They’re not really games and kids aren’t stupid.” Like Gilbert, Swark believes there are lots of educational merits to some commercial games, especially if teachers think expansively about how to build on game narratives and skills.\u003c/p>\n\u003cp>Swark uses Nintendo DS games like \"\u003ca href=\"http://en.wikipedia.org/wiki/Professor_Layton_and_the_Curious_Village\" target=\"_blank\">Professor Layton and the Curious Village\u003c/a>,\" a game that is basically like reading a novel embedded with math problems and puzzles. The first time she played it, Swark was struck by how similar some of the puzzles were to things she had asked students on worksheets. When kids play the game, they are doing lots of reading and math, but they like it.\u003c/p>\n\u003cp>Similarly, \"\u003ca href=\"https://www.prodigygame.com/USA/\" target=\"_blank\">Prodigy\u003c/a>,\" a commercial math computer game, is built around a wizarding world where students do battle by solving math problems. Swark wishes the math were a little more integrated, but students still find the game fun and engaging.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“Instead of thinking about a checklist of curricular needs that I have to meet, I think about how this fits into what I need,” Swark said. She has found that not only are kids more interested in what they’re learning through gameplay, but they stick with tricky problems longer, work together better and are more open to trying over and over again. The stakes are lower when a student fails within the game, and she doesn’t see any of the test anxiety that has begun to plague her students.\u003c/p>\n\u003cp>“Framing things in terms of gameplay helps get through blocks for kids who get to Grade 6 and are already convinced that they can’t learn,” Swark said. She’s seen her weaker students gravitate toward gameplay and make significant gains. Games are one part of her yearlong goals to break students of the notion that they will fail even when they try.\u003c/p>\n\u003cp>As a female teacher and a “gamer,” Swark has often found bringing games into the classroom helps her connect more to her male students. And students who are alienated socially have become popular because of their abilities to help others in games like \"Minecraft.\"\u003c/p>\n\u003cp>Swark got inspired to try games in her classroom after reading Lee Sheldon’s book, \u003cem>The Multiplayer Classroom: Designing Coursework as a Game\u003c/em>, and jumped in feet first. She’s built on her success and retooled her failures, just as she’s asking her students to do with their schoolwork. Parents and administrators have been more supportive than she expected -- she’s even suggested parents expose their struggling readers to fan fiction to get them reading.\u003c/p>\n\u003cp>But not all teachers work in such supportive environments. In those cases, or when an educator is more hesitant, Swark recommends teachers check out game-rating sites like \"\u003ca href=\"http://www.graphite.org/\" target=\"_blank\">Graphite\u003c/a>,\" run by the nonprofit Common Sense Media, to choose games that clearly align with the grade and standards they teach. She also says it’s easier to start with overtly educational games and work up to the more open-ended games. Lastly, she says there’s a lot to learn from other educators.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“There’s a lot of people online who are doing this stuff,” Swark said. “They’re making lesson plans involving games, and you can find those. And then you don’t have to spend the time playing a video game for hours.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37942/how-games-help-teachers-make-connections-to-lessons-and-students","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_20784","mindshift_1040","mindshift_20902","mindshift_20655","mindshift_20710","mindshift_200"],"featImg":"mindshift_37734","label":"mindshift"},"mindshift_35883":{"type":"posts","id":"mindshift_35883","meta":{"index":"posts_1591205157","site":"mindshift","id":"35883","score":null,"sort":[1405605647000]},"guestAuthors":[],"slug":"how-teachers-can-use-video-games-in-the-humanities-classroom","title":"How Teachers Can Use Video Games In The Humanities Classroom","publishDate":1405605647,"format":"aside","headTitle":"The MindShift Guide to Digital Games and Learning | MindShift | KQED News","labelTerm":{"term":20669,"site":"mindshift"},"content":"\u003cp>\u003cem>Part 12 of \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift's Guide to Games and Learning\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">We often think about game-based learning as if video games can become robotic teachers. In the same way that software file systems have created more flexible and efficient file cabinets, we imagine that video games can make great instruction more scalable and accessible. In the same way that email, text messages, and social media have provided more efficient methods of communication, we imagine that digital analytic systems will streamline assessment. These things are true.\u003c/p>\n\u003cfigure id=\"attachment_36834\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-36834\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/erinscott_-7085-300x168.jpg\" alt=\"Erin Scott\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\">Erin Scott\u003c/figcaption>\u003c/figure>\n\u003cp>While digital games will certainly never replace a great teacher, they are tools that can help teachers do their jobs more effectively. Just like a shovel works better than digging with only your hands, game-based teaching tools will enable teachers to reach students in ways we can only begin to imagine.\u003c/p>\n\u003cp>But let's approach video games in a different way. What if teachers used video games as texts? Let's think about how we might teach kids to think critically about the underlying messages in commercial games and how we might leverage video games for their ability to engage students and provoke conversation.\u003c/p>\n\u003cp>At the moment, there's far too little critical examination of video games happening in school. We take it for granted that we should teach our students how to read books interpretively, how to analyze movies, and how to read the newspaper critically. But all too often we overlook video games as a meaningless triviality.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>On the contrary, video games may be indicative of a shift in the way we construct narrative. A good argument could even be made that video games are the new mythology, a kind of non-linear interactive storytelling that shapes the conscious attitudes of today’s youth. Video games might even represent the modern examples of storytelling that will eventually become the classics of literature in hyper-connected centuries to come. After all, nobody could’ve imagined that the novel would be so important to the future of schooling when they read Miguel de Cervantes’ \u003cem>Don Quixote\u003c/em> in 1605.\u003c/p>\n\u003cp>\u003cimg class=\"size-thumbnail wp-image-35200 alignright\" style=\"border: 0\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x140.png\" alt=\"MindShiftGames\" width=\"140\" height=\"140\">\u003c/p>\n\u003cp>If video games are shaping the conscious attitudes of an entire generation, we need to start asking difficult questions about the kinds of stories we want to tell. These video games are shaping the next generation. These video games are teaching our students how to think about the world, how to make meaning. And we’re letting it happen by accident. That’s crazy. We need help from Humanities teachers.\u003c/p>\n\u003cp>How can we be more cognizant of the implicit messaging in video games? In my book, \u003cem>FREEPLAY\u003c/em>, I try to model a practice and a method of analyzing the underlying psychology of video game narrative. But we need more people to jump on that bandwagon. We need more video game studies departments that are not about game development and computer programming, but rather about critical thinking. Not video game classes that analyze game design and mechanics -- video game classes that are about analyzing the literature of gaming. We have film studies, now it's time for video game studies.\u003c/p>\n\u003cp>You can start by adding a game to your curriculum. In my undergraduate college classroom, I sometimes require all of my students to play a popular game in the weeks immediately following a unit on Freud. I challenge them to analyze the game like a dream. I ask them to identify the latent content. We identify gender biases, the subtle differences between games aimed at boys and games aimed at girls. What skills are these games teaching? What conceptions of reality are they privileging?\u003c/p>\n\u003cp>There are also many games that are intentionally created to provoke thought. Some games are designed so that they force us to ask questions. One good example is a game called \u003ca href=\"http://dukope.com/play.php?g=trt\" target=\"_blank\">\u003ci>Republia Times\u003c/i>\u003c/a>. In the game, you are editor-in-chief of the newspaper in “the free nation of Republia.” Your job is to use your influence to sway public opinion. How much space on the front page do you give to each article? Which items coming over the wire do you ignore? What and how do you deem things newsworthy? You must make quick decisions as stories come into the newsroom. How do the stories impact the readers’ loyalty to the government? You earn points by increasing readership and manufacturing more citizens that are loyal to the state.\u003c/p>\n\u003cp>[contextly_sidebar id=\"5e388d2c9e3ce8b412ee666192b90c21\"]\u003c/p>\n\u003cp>This is a simple game that students can play for a few minutes. It's free and web-based, and works in any browser. You could assign it as homework.\u003c/p>\n\u003cp>Imagine how this game could fit into a social studies classroom. Imagine the discussion it could inspire about free speech, about how political conversations are framed, about media bias, about political agendas. This is a game that inspires critical thinking rather than rote memorization.\u003c/p>\n\u003cp>There are many games like \u003ci>The Republia Times\u003c/i>, and they belong to a category that’s often called “Social Impact Games.” These are games designed as simulations of real life situations. The mechanics of the game are organized with images and stories in order to make the underlying patterns in our present culture more apparent. They are essentially interactive essays and social commentaries. Or, from a teacher's perspective, they are simply games that can be used as texts.\u003c/p>\n\u003cp>The great thing about using video games as a text is that they help to make it clear that the reason I’m writing this series about bringing video games into the classroom is not because game-based learning is some amazing new technique or method for teaching. Instead, the reason we teach in the first place, and the reason to bring video games into the classroom is social impact.\u003c/p>\n\u003cp>We want to educate students into good citizens for a future world that’s better than the one we live in now. We do that by teaching students to think critically about the world. We do that by teaching them to think about the images, stories and technologies that surround them.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>The \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift Guide to Games and Learning\u003c/a> is made possible through the generous support of the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/math-science-history-games-break-boundaries-between-subjects-interdisciplinary-learning/www.joanganzcooneycenter.org/\" target=\"_blank\">Joan Ganz Cooney Center\u003c/a> and is a project of the \u003ca href=\"http://www.joanganzcooneycenter.org/initiative/games-and-learning-publishing-council-analyzing-a-rising-sector/\" target=\"_blank\">Games and Learning Publishing Council\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"What if teachers used video games as texts? How can educators teach kids to think critically about the underlying messages in commercial games and leverage video games for their ability to engage students and provoke conversation.","status":"publish","parent":0,"modified":1462815840,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1053},"headData":{"title":"How Teachers Can Use Video Games In The Humanities Classroom | KQED","description":"What if teachers used video games as texts? How can educators teach kids to think critically about the underlying messages in commercial games and leverage video games for their ability to engage students and provoke conversation.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Teachers Can Use Video Games In The Humanities Classroom","datePublished":"2014-07-17T14:00:47.000Z","dateModified":"2016-05-09T17:44:00.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"35883 http://blogs.kqed.org/mindshift/?p=35883","disqusUrl":"https://ww2.kqed.org/mindshift/2014/07/17/how-teachers-can-use-video-games-in-the-humanities-classroom/","disqusTitle":"How Teachers Can Use Video Games In The Humanities Classroom","path":"/mindshift/35883/how-teachers-can-use-video-games-in-the-humanities-classroom","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Part 12 of \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift's Guide to Games and Learning\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">We often think about game-based learning as if video games can become robotic teachers. In the same way that software file systems have created more flexible and efficient file cabinets, we imagine that video games can make great instruction more scalable and accessible. In the same way that email, text messages, and social media have provided more efficient methods of communication, we imagine that digital analytic systems will streamline assessment. These things are true.\u003c/p>\n\u003cfigure id=\"attachment_36834\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-36834\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/erinscott_-7085-300x168.jpg\" alt=\"Erin Scott\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\">Erin Scott\u003c/figcaption>\u003c/figure>\n\u003cp>While digital games will certainly never replace a great teacher, they are tools that can help teachers do their jobs more effectively. Just like a shovel works better than digging with only your hands, game-based teaching tools will enable teachers to reach students in ways we can only begin to imagine.\u003c/p>\n\u003cp>But let's approach video games in a different way. What if teachers used video games as texts? Let's think about how we might teach kids to think critically about the underlying messages in commercial games and how we might leverage video games for their ability to engage students and provoke conversation.\u003c/p>\n\u003cp>At the moment, there's far too little critical examination of video games happening in school. We take it for granted that we should teach our students how to read books interpretively, how to analyze movies, and how to read the newspaper critically. But all too often we overlook video games as a meaningless triviality.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>On the contrary, video games may be indicative of a shift in the way we construct narrative. A good argument could even be made that video games are the new mythology, a kind of non-linear interactive storytelling that shapes the conscious attitudes of today’s youth. Video games might even represent the modern examples of storytelling that will eventually become the classics of literature in hyper-connected centuries to come. After all, nobody could’ve imagined that the novel would be so important to the future of schooling when they read Miguel de Cervantes’ \u003cem>Don Quixote\u003c/em> in 1605.\u003c/p>\n\u003cp>\u003cimg class=\"size-thumbnail wp-image-35200 alignright\" style=\"border: 0\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x140.png\" alt=\"MindShiftGames\" width=\"140\" height=\"140\">\u003c/p>\n\u003cp>If video games are shaping the conscious attitudes of an entire generation, we need to start asking difficult questions about the kinds of stories we want to tell. These video games are shaping the next generation. These video games are teaching our students how to think about the world, how to make meaning. And we’re letting it happen by accident. That’s crazy. We need help from Humanities teachers.\u003c/p>\n\u003cp>How can we be more cognizant of the implicit messaging in video games? In my book, \u003cem>FREEPLAY\u003c/em>, I try to model a practice and a method of analyzing the underlying psychology of video game narrative. But we need more people to jump on that bandwagon. We need more video game studies departments that are not about game development and computer programming, but rather about critical thinking. Not video game classes that analyze game design and mechanics -- video game classes that are about analyzing the literature of gaming. We have film studies, now it's time for video game studies.\u003c/p>\n\u003cp>You can start by adding a game to your curriculum. In my undergraduate college classroom, I sometimes require all of my students to play a popular game in the weeks immediately following a unit on Freud. I challenge them to analyze the game like a dream. I ask them to identify the latent content. We identify gender biases, the subtle differences between games aimed at boys and games aimed at girls. What skills are these games teaching? What conceptions of reality are they privileging?\u003c/p>\n\u003cp>There are also many games that are intentionally created to provoke thought. Some games are designed so that they force us to ask questions. One good example is a game called \u003ca href=\"http://dukope.com/play.php?g=trt\" target=\"_blank\">\u003ci>Republia Times\u003c/i>\u003c/a>. In the game, you are editor-in-chief of the newspaper in “the free nation of Republia.” Your job is to use your influence to sway public opinion. How much space on the front page do you give to each article? Which items coming over the wire do you ignore? What and how do you deem things newsworthy? You must make quick decisions as stories come into the newsroom. How do the stories impact the readers’ loyalty to the government? You earn points by increasing readership and manufacturing more citizens that are loyal to the state.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>This is a simple game that students can play for a few minutes. It's free and web-based, and works in any browser. You could assign it as homework.\u003c/p>\n\u003cp>Imagine how this game could fit into a social studies classroom. Imagine the discussion it could inspire about free speech, about how political conversations are framed, about media bias, about political agendas. This is a game that inspires critical thinking rather than rote memorization.\u003c/p>\n\u003cp>There are many games like \u003ci>The Republia Times\u003c/i>, and they belong to a category that’s often called “Social Impact Games.” These are games designed as simulations of real life situations. The mechanics of the game are organized with images and stories in order to make the underlying patterns in our present culture more apparent. They are essentially interactive essays and social commentaries. Or, from a teacher's perspective, they are simply games that can be used as texts.\u003c/p>\n\u003cp>The great thing about using video games as a text is that they help to make it clear that the reason I’m writing this series about bringing video games into the classroom is not because game-based learning is some amazing new technique or method for teaching. Instead, the reason we teach in the first place, and the reason to bring video games into the classroom is social impact.\u003c/p>\n\u003cp>We want to educate students into good citizens for a future world that’s better than the one we live in now. We do that by teaching students to think critically about the world. We do that by teaching them to think about the images, stories and technologies that surround them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>The \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift Guide to Games and Learning\u003c/a> is made possible through the generous support of the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/math-science-history-games-break-boundaries-between-subjects-interdisciplinary-learning/www.joanganzcooneycenter.org/\" target=\"_blank\">Joan Ganz Cooney Center\u003c/a> and is a project of the \u003ca href=\"http://www.joanganzcooneycenter.org/initiative/games-and-learning-publishing-council-analyzing-a-rising-sector/\" target=\"_blank\">Games and Learning Publishing Council\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/35883/how-teachers-can-use-video-games-in-the-humanities-classroom","authors":["4557"],"series":["mindshift_20669"],"categories":["mindshift_195"],"tags":["mindshift_1040","mindshift_20902","mindshift_20655","mindshift_20710"],"featImg":"mindshift_36834","label":"mindshift_20669"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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This is the big question at the heart of the growing games and learning movement that’s gaining momentum in education. \u003ca href=\"http://www.kqed.org/assets/pdf/news/MindShift-GuidetoDigitalGamesandLearning.pdf\">\u003cstrong>The MindShift Guide to Digital Games and Learning [PDF]\u003c/strong>\u003c/a> explains key ideas in game-based learning, pedagogy, implementation, and assessment. This guide makes sense of the available research and provides suggestions for practical use.\r\n\r\nThe MindShift Guide to Digital Games and Learning started as a series of blog posts written by Jordan Shapiro with support from the \u003ca href=\"http://www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center\u003c/a> at Sesame Workshop and the \u003ca href=\"http://www.gamesandlearning.org/\">Games and Learning Publishing Council\u003c/a>. We’ve brought together what we felt would be the most relevant highlights of Jordan’s reporting to create a dynamic, in-depth guide that answers many of the most pressing questions that educators, parents, and life-long learners have raised around using digital games for learning. While we had educators in mind when developing this guide, any lifelong learner can use it to develop a sense of how to navigate the games space in an informed and meaningful way.\r\n\r\n\u003ca href=\"http://www.kqed.org/assets/pdf/news/MindShift-GuidetoDigitalGamesandLearning.pdf\">\u003cimg class=\"alignleft size-medium wp-image-38461\" src=\"http://blogs.kqed.org/mindshift/files/2014/11/MindShift-Guide-to-Digital-Games-and-Learning-Cover-300x388.gif\" alt=\"MindShift-Guide-to-Digital-Games-and-Learning-Cover\" width=\"300\" height=\"388\" />\u003c/a>\r\n\r\nHere's a preview of the table of contents:\r\n\r\nIntroduction: Getting in the Game (Page 4)\r\nAn overview of games in the classroom from Katie Salen Tekinbaş, executive director of the Institute of Play.\r\n\r\nWhat the Research Says About Gaming and Screen Time (Page 6)\r\nMuch of the research around digital games and screen time is evolving. Pediatricians, academics, educators, and researchers are working to find answers to how games and technology affect learners of all ages.\r\n\r\nHow to Start Using Digital Games for Learning (Page 14)\r\nSince each learning environment is unique, here are some steps to assessing your resources before committing to a particular game or platform. See how some educators are using digital games in the classroom and how they find support.\r\n\r\nHow to Choose a Digital Learning Game (Page 19)\r\nThe sheer volume of games classified as educational can be overwhelming. This section gives you a starting point for game selection by providing an understanding of the types of games available in the marketplace and how to go about selecting them.\r\n\r\nOvercoming Obstacles for Using Digital Games in the Classroom (Page 27)\r\nAs game use in the classroom continues to grow, barriers to deployment also need to be addressed. A recent survey of teachers outlines exactly which obstacles get in the way of successful implementation; solutions to those concerns are outlined in this section.\r\n\r\nHow Teachers Are Using Games in the Classroom (Page 30)\r\nExamples of how teachers use games are embedded throughout the guide (including video examples), but this section takes an in-depth look at how some teachers are using games in the classroom and their real-life struggles and victories.\r\n\r\nBelow, you'll find the blog posts that kicked off the \u003ca href=\"http://www.kqed.org/assets/pdf/news/MindShift-GuidetoDigitalGamesandLearning.pdf\">MindShift Guide to Digital Games and Learning\u003c/a>.","featImg":null,"headData":{"title":"The MindShift Guide to Digital Games and Learning Archives | KQED Mindshift","description":"MindShift Guide to Digital Games and Learning How can games unlock a rich world of learning? This is the big question at the heart of the growing games and learning movement that’s gaining momentum in education. The MindShift Guide to Digital Games and Learning [PDF] explains key ideas in game-based learning, pedagogy, implementation, and assessment. This guide makes sense of the available research and provides suggestions for practical use. The MindShift Guide to Digital Games and Learning started as a series of blog posts written by Jordan Shapiro with support from the Joan Ganz Cooney Center at Sesame Workshop and the Games and Learning Publishing Council. We’ve brought together what we felt would be the most relevant highlights of Jordan’s reporting to create a dynamic, in-depth guide that answers many of the most pressing questions that educators, parents, and life-long learners have raised around using digital games for learning. While we had educators in mind when developing this guide, any lifelong learner can use it to develop a sense of how to navigate the games space in an informed and meaningful way. Here's a preview of the table of contents: Introduction: Getting in the Game (Page 4) An overview of games in the classroom from Katie Salen Tekinbaş, executive director of the Institute of Play. What the Research Says About Gaming and Screen Time (Page 6) Much of the research around digital games and screen time is evolving. Pediatricians, academics, educators, and researchers are working to find answers to how games and technology affect learners of all ages. How to Start Using Digital Games for Learning (Page 14) Since each learning environment is unique, here are some steps to assessing your resources before committing to a particular game or platform. See how some educators are using digital games in the classroom and how they find support. How to Choose a Digital Learning Game (Page 19) The sheer volume of games classified as educational can be overwhelming. This section gives you a starting point for game selection by providing an understanding of the types of games available in the marketplace and how to go about selecting them. Overcoming Obstacles for Using Digital Games in the Classroom (Page 27) As game use in the classroom continues to grow, barriers to deployment also need to be addressed. A recent survey of teachers outlines exactly which obstacles get in the way of successful implementation; solutions to those concerns are outlined in this section. How Teachers Are Using Games in the Classroom (Page 30) Examples of how teachers use games are embedded throughout the guide (including video examples), but this section takes an in-depth look at how some teachers are using games in the classroom and their real-life struggles and victories. Below, you'll find the blog posts that kicked off the MindShift Guide to Digital Games and Learning.","ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":19946,"isLoading":false,"link":"/mindshift/series/guide-to-games-and-learning"}},"userAgentReducer":{"userAgent":"Mozilla/5.0 AppleWebKit/537.36 (KHTML, like Gecko; compatible; ClaudeBot/1.0; +claudebot@anthropic.com)","isBot":true},"userPermissionsReducer":{"wpLoggedIn":false},"localStorageReducer":{},"browserHistoryReducer":[],"eventsReducer":{},"fssReducer":{},"tvDailyScheduleReducer":{},"tvWeeklyScheduleReducer":{},"tvPrimetimeScheduleReducer":{},"tvMonthlyScheduleReducer":{},"userAccountReducer":{"routeTo":"","showDeleteConfirmModal":false,"user":{"userId":"","isFound":false,"firstName":"","lastName":"","phoneNumber":"","email":"","articles":[]}},"youthMediaReducer":{},"checkPleaseReducer":{"filterData":{},"restaurantData":[]},"reframeReducer":{"attendee":null},"location":{"pathname":"/mindshift/tag/humanities","previousPathname":"/"}}
