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Mad Mathematician Author: Ella Rakovac Bekeš Description: The aim of the lessons is to get students practice math concept and English vocabulary (percentage, ratios, equations) but in a informal way by playing and designing games (https://view.genial.ly/5ceffadec1f8800f3d689474/game-breakout-mad-science). Evaluation Reviews Implementation Tags How clear is the work (how easy is it to understand)?: 4 = very much so Does the work follow the instructions set out in the course?: 4 = very much so Is the curricular integration of the project clearly outlined?: 4 = very much so Does the project include effective interactions between the students involved in the project?: 4 = very much so Are the final project outcomes the result of a collaboration between students?: 4 = very much so Are the tools proposed suitable for the project activities?: 4 = very much so How innovative is the project?: 4 = very much so How realistic is the implementation of the project?: 4 = very much so How likely is it that students will be engaged in the project activities?: 4 = very much so José María Díaz Fuentes: It is an escape room with mathematical content and surrounded by mystery that invites to accept the challenge (I myself have not been able to resist doing it). It is not very developed (it only has a few scenes) because one of the main objectives is to invite students to do mathematical content extensions in a creative way, which seems like a great idea. The development time is correct, although the one related to the content extensions can not be foreseen. It is an excellent invitation to develop a similar project. If you implemented this plan in your own classroom, please share your findings and suggestions by taking this short survey. communicating in foreign language gamification maths game design
Maths repetition of the first grade Author: Sanja Puškarić Delač Description: Repeat the first class math through games and songs. Repetition of geometric bodies and characters and addition and subtraction of to 20. Evaluation Reviews Implementation Tags How clear is the work (how easy is it to understand)?: 4 = very much so Does the work follow the instructions set out in the course?: 4 = very much so Is the curricular integration of the project clearly outlined?: 4 = very much so Does the project include effective interactions between the students involved in the project?: 3 = mostly Are the final project outcomes the result of a collaboration between students?: 4 = very much so Are the tools proposed suitable for the project activities?: 3 = mostly How innovative is the project?: 3 = mostly How realistic is the implementation of the project?: 4 = very much so How likely is it that students will be engaged in the project activities?: 4 = very much so Alina Mirela Popa: The scenario of Sanja ,”Maths repetition of the first grade, Geometric bodies and characters/Addition „ it is a scenrio based on games for 1st grade. The scenario is easy to follow and it is proper for students age. The gamification is focused on active students and it`s not included IT skills but it is accompanied by music and dance for atract little students and make them to be attentive and involved in the activity. The scenario is innovative and the methods are well adapted to the age of children. For this innovative approach of the 21st century skills for students I am rating the scenario with 90% because of unbalance activites of the lesson. If you implemented this plan in your own classroom, please share your findings and suggestions by taking this short survey. music 6-11 years maths
Ozobot Geometry Author: Jasminka Belščak Description: Using Ozobot color codes for making simple geometry drawings. Finish all tasks! Evaluation Reviews Implementation Tags How clear is the work (how easy is it to understand)?: 4 = very much so Does the work follow the instructions set out in the course?: 4 = very much so Is the curricular integration of the project clearly outlined?: 4 = very much so Does the project include effective interactions between the students involved in the project?: 3 = mostly Are the final project outcomes the result of a collaboration between students?: 3 = mostly Are the tools proposed suitable for the project activities?: 4 = very much so How innovative is the project?: 3 = mostly How realistic is the implementation of the project?: 4 = very much so How likely is it that students will be engaged in the project activities?: 4 = very much so Lia Molini: The plan is well structured: each step has clearly been designed. Students are really engaged and games are not only means of learning but also learning results. The rules of the gamified lesson are clear from the beginning. Collaboration should be more encouraged at creating and giving instruction stage. I cannot find the target group age. An excellent work! Thanks for sharing! AUTHOR FEEDBACK AFTER IMPLEMENTING THE LESSON PLAN: How did the implementation of the lesson plan go? All planned parts went without problems. Students were happy to learn geometry with this interactive method and this lesson plan. Tasks where they needed to solve problems made by their friends were good for collaboration and developing friendships. What would you change if you had to implement the lesson plan again? Problems were in the collaboration parts, because students could not make groups by themselves. Next time, I will form groups to avoid spending time on this. Next time I implement the lesson plan, I will also plan more time, because some groups of students were solving tasks slower than planned. Some practice and production parts were too short for certain groups, but I think it all depends on students' preknowledge. What other advice would you give to someone who would like to use your lesson plan? Before you use this plan in Maths or another subject where you teach geometry, explain to students how to use Ozobot robots. Prepare printed colour codes for them. lesson plan 4 hours game-based learning scientific and technological competence maths mathematical

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