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ADHD\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Poisson’s son struggles with executive function skills – the cognitive abilities that help people plan, stay organized, pay attention, control emotions and make decisions. Without a good grasp on these skills \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2827258/\">\u003cspan style=\"font-weight: 400\">it can be hard to make friends and strengthen the social skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> needed to navigate adulthood. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents of kids with ADHD often say their kids miss social cues, such as when peers are bored, hurt or offended, according to \u003c/span>\u003ca href=\"https://psych.ubc.ca/profile/amori-mikami/\">\u003cspan style=\"font-weight: 400\">Amori Mikami\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a psychology professor at the University of British Columbia in Canada. “It can lead to a lot of outbursts or temper tantrums or whining and complaining or arguing with the friend,” she said. Mikami researches peer relationships, specifically focusing on children with ADHD. Additionally, she developed a \u003c/span>\u003ca href=\"https://www.taylorfrancis.com/books/mono/10.4324/9781003221715/parents-friendship-coaches-children-adhd-amori-yee-mikami-s%C3%A9bastien-normand\">\u003cspan style=\"font-weight: 400\">parental friendship coaching (PFC) model\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> where parents of elementary school-age kids can learn to support their child in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">\u003cspan style=\"font-weight: 400\">making friends\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">PFC programs can be found in participating mental health centers or specialized ADHD treatment centers. If a PFC program is not offered nearby, Mikami recommended sharing\u003ca href=\"https://www.routledge.com/Parents-as-Friendship-Coaches-for-Children-with-ADHD-A-Clinical-Guide/Mikami-Normand/p/book/9781032118284?gclid=CjwKCAjwzJmlBhBBEiwAEJyLu0horPV7Yoz2ngrgzlivLBHna-o6JZHExhSlDDcRd6Qti5XHj7KltxoCEHAQAvD_BwE\"> a link\u003c/a> to the treatment manual with a local provider who has experience providing behavioral parent training for families of kids with ADHD and can work with the family to implement the treatment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Participants meet with mental health professionals and other parents of kids with ADHD for 10 sessions over several weeks to practice strategies to improve their child’s social behavior. While the parental friendship coaching model can be used individually, a group format lends itself to community and collaboration among parents. \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/15374416.2017.1390757?journalCode=hcap20\">\u003cspan style=\"font-weight: 400\">Research trials\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of PFC\u003c/span>\u003cspan style=\"font-weight: 400\"> have shown improvement in children’s \u003c/span>\u003cspan style=\"font-weight: 400\">social behaviors such as taking turns, sharing and negotiating. A key goal for many parents who use this approach is to help their child have successful playdates and — ideally — deepen their friendships.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Poisson, who found a PFC program online, had been in counseling herself after her son’s diagnosis and felt the program was a way that she could build on that support to help her son. Families where kids have started to be excluded from social activities with peers, are the ones who usually benefit from this program, according to Mikami. “The whole idea is that if your child doesn’t have any friends right now and really just doesn’t have the social skills to make friends, then throwing them in there on their own is too much and they need more scaffolding,” she said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Building a strong parent-child relationship\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When parents start PFC, the first things they focus on are strategies to strengthen their bond with their child. The parental friendship coaching model encourages parents like Poisson to spend special time connecting with their child so they’re more likely to be receptive to feedback. Examples of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60032/the-5-minute-daily-playtime-ritual-that-can-get-your-kids-to-listen-better\">\u003cspan style=\"font-weight: 400\">special time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> may include sitting with their child as they draw and narrating the process or letting the child teach the parent a game.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At times, Poisson’s son resisted her feedback when she tried to help him develop better friendship behaviors. “Many parents, especially parents of kids with ADHD, have had the experience where they tell their child something – and maybe it’s even really good advice – but it’s like the brick wall goes up. The child gets very defensive,” said Mikami. “That defensiveness often comes from kids just anticipating that they’re going to do something wrong and they’re going to get a lot of corrective feedback, even if in the parent’s mind it is very well meaning.” Poisson noticed that when she spent special time with her son, his oppositional behavior decreased. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Liubov Delegan, who immigrated from Ukraine to Vancouver, Canada around the time of her eight-year-old son’s ADHD diagnosis, said the parental friendship coaching program taught her to use \u003c/span>\u003ca href=\"https://www.cdc.gov/parents/essentials/toddlersandpreschoolers/communication/activelistening.html\">\u003cspan style=\"font-weight: 400\">active listening\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to strengthen her relationship with her child. Active listening means listening without jumping in with advice or criticism. When Delegan did that, she noticed that she asked her child more questions. “It gave more connection. It’s like ‘I can hear you. I hear what you’re saying and I’m interested in your opinion,’” she said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Nurturing children’s friendship skills \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once the parent-child relationship is strong and secure, the PFC program guides parents in nurturing their child’s friendship skills, including negotiation, conflict resolution and perspective taking. Parents are uniquely positioned to be friendship coaches because they have a deep understanding of their child’s strengths, challenges and individual needs. While a child’s therapist can provide tips and strategies, parents have access to real time situations and can provide in-the-moment support. “It can be really hard for the child to learn the skills in therapy and then remember to apply them when they’re with their peers in a totally different situation outside of therapy,” said Mikami. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At a family game night, for example, parents may help their child improve social skills by incorporating breaks if the child gets worked up or praising the child when they are able to stay calm. Additionally, a parent might talk with a child about social cues to look for in playmates that show they might be bored.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To build her son’s friendship skills, Poisson used PFC’s corrective feedback strategies. When her son interacted with his peers she’d put emphasis on the behavior she’d like to see in the moment instead of focusing on what her son was doing wrong. “When you have kids with ADHD, it’s not intrinsic to them. They’re not able to necessarily pick up on all those social cues,” said Poisson. Before playdates, Poisson now ”frontloads” her son by talking to him about what it means to be a good friend and how a good friend might act.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Setting up successful playdates\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lastly, the PFC model helps parents learn how to structure successful playdates for their child. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you know your child is only likely to behave well in a certain situation for 30 minutes, set your first playdate for 30 minutes,” suggested Mikami. Other factors that are helpful include picking an appropriate friend for the playdate — a peer who has similar interests and encourages good behavior. A parent of a child with ADHD may initially choose to host playdates because they have more control over the environment than if their child is a guest at a peer’s house. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although parents may feel the need to check in frequently during playdates, they learn in the PFC program that it’s important to make sure that their child experiences quality one-on-one time with their friend. \u003c/span>\u003cspan style=\"font-weight: 400\">Mikami said that there are ways for parents to monitor without being intrusive, such as doing laundry during the playdate, which requires walking in and out of the child’s room a few times.\u003c/span>\u003cspan style=\"font-weight: 400\"> “Hopefully a lot of the coaching can be done before or after the playdate, not in front of the peer or not pulling the child out in the middle in a way that would look weird to the peer. That’s compromising autonomy.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead of trying to stop things from happening, Poisson accepted the occasional bad playdate as part of the process. “And then we just reflect. ‘What were you doing?’ and ‘What were they doing’ and ‘What could you do?’” she said. Poisson found that when she let go of her own anxieties about how the playdates were going, she got better outcomes. Ultimately Poisson felt that her son’s playdates got better as she used the parental friendship coaching approach. “The biggest thing was for me to just kind of back off a little bit, trust him, use what they had given us, and then just see how it played out,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents aren’t supposed to be their child’s friendship coach forever, according to Mikami. “It’s meant to be an investment in the early stages of a relationship. And so once your child gains more of these friendship skills and hits it off with a peer, then parents should have a plan to back off,” she said.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parental friendship coaching is one of many ways to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61615/understanding-and-supporting-girls-with-adhd?fbclid=IwAR3pLgnT2LVLSuCPf1X-ks7tYFbXH0qB5FhcFVJ1zMt-YP1BNHFn130fGEs\">\u003cspan style=\"font-weight: 400\">improve social outcomes for kids with ADHD\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Mikami encouraged parents to be kind to themselves as they try to meet their child’s needs. “Your child is a different, independent and sentient living being and is not going to do everything the way that you hope and everything is not going to work the way that you hope, whether your child has ADHD or is neurotypical,” said Mikami. \u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Parental friendship coaching, a treatment model developed by psychologist Amori Mikami, can strengthen parent-child bonds and foster social skills for kids with ADHD.","status":"publish","parent":0,"modified":1712104556,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1572},"headData":{"title":"How Parents Can Help Children with ADHD Thrive in Friendships | KQED","description":"Parental friendship coaching, a model developed by psychologist Amori Mikami, can strengthen parent-child bonds and foster social skills for kids with ADHD.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Parental friendship coaching, a model developed by psychologist Amori Mikami, can strengthen parent-child bonds and foster social skills for kids with ADHD.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Parents Can Help Children with ADHD Thrive in Friendships","datePublished":"2023-07-11T02:00:45.000Z","dateModified":"2024-04-03T00:35:56.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61966/how-parents-can-help-children-with-adhd-thrive-in-friendships","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">“Vibrant” is how Caroline Poisson describes her seven-year-old son. “He’s incredible, enthusiastic and curious,” she said. “And then there’s a side of what we call kryptonite and we talk about his ADHD brain, where there are some things that are just really hard for him.” \u003c/span>\u003ca href=\"https://childmind.org/article/helping-kids-who-struggle-with-executive-functions/\">\u003cspan style=\"font-weight: 400\">Like many kids with ADHD\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Poisson’s son struggles with executive function skills – the cognitive abilities that help people plan, stay organized, pay attention, control emotions and make decisions. Without a good grasp on these skills \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2827258/\">\u003cspan style=\"font-weight: 400\">it can be hard to make friends and strengthen the social skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> needed to navigate adulthood. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents of kids with ADHD often say their kids miss social cues, such as when peers are bored, hurt or offended, according to \u003c/span>\u003ca href=\"https://psych.ubc.ca/profile/amori-mikami/\">\u003cspan style=\"font-weight: 400\">Amori Mikami\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a psychology professor at the University of British Columbia in Canada. “It can lead to a lot of outbursts or temper tantrums or whining and complaining or arguing with the friend,” she said. Mikami researches peer relationships, specifically focusing on children with ADHD. Additionally, she developed a \u003c/span>\u003ca href=\"https://www.taylorfrancis.com/books/mono/10.4324/9781003221715/parents-friendship-coaches-children-adhd-amori-yee-mikami-s%C3%A9bastien-normand\">\u003cspan style=\"font-weight: 400\">parental friendship coaching (PFC) model\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> where parents of elementary school-age kids can learn to support their child in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">\u003cspan style=\"font-weight: 400\">making friends\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">PFC programs can be found in participating mental health centers or specialized ADHD treatment centers. If a PFC program is not offered nearby, Mikami recommended sharing\u003ca href=\"https://www.routledge.com/Parents-as-Friendship-Coaches-for-Children-with-ADHD-A-Clinical-Guide/Mikami-Normand/p/book/9781032118284?gclid=CjwKCAjwzJmlBhBBEiwAEJyLu0horPV7Yoz2ngrgzlivLBHna-o6JZHExhSlDDcRd6Qti5XHj7KltxoCEHAQAvD_BwE\"> a link\u003c/a> to the treatment manual with a local provider who has experience providing behavioral parent training for families of kids with ADHD and can work with the family to implement the treatment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Participants meet with mental health professionals and other parents of kids with ADHD for 10 sessions over several weeks to practice strategies to improve their child’s social behavior. While the parental friendship coaching model can be used individually, a group format lends itself to community and collaboration among parents. \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/15374416.2017.1390757?journalCode=hcap20\">\u003cspan style=\"font-weight: 400\">Research trials\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of PFC\u003c/span>\u003cspan style=\"font-weight: 400\"> have shown improvement in children’s \u003c/span>\u003cspan style=\"font-weight: 400\">social behaviors such as taking turns, sharing and negotiating. A key goal for many parents who use this approach is to help their child have successful playdates and — ideally — deepen their friendships.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Poisson, who found a PFC program online, had been in counseling herself after her son’s diagnosis and felt the program was a way that she could build on that support to help her son. Families where kids have started to be excluded from social activities with peers, are the ones who usually benefit from this program, according to Mikami. “The whole idea is that if your child doesn’t have any friends right now and really just doesn’t have the social skills to make friends, then throwing them in there on their own is too much and they need more scaffolding,” she said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Building a strong parent-child relationship\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When parents start PFC, the first things they focus on are strategies to strengthen their bond with their child. The parental friendship coaching model encourages parents like Poisson to spend special time connecting with their child so they’re more likely to be receptive to feedback. Examples of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60032/the-5-minute-daily-playtime-ritual-that-can-get-your-kids-to-listen-better\">\u003cspan style=\"font-weight: 400\">special time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> may include sitting with their child as they draw and narrating the process or letting the child teach the parent a game.\u003c/span>\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>\u003cspan style=\"font-weight: 400\">At times, Poisson’s son resisted her feedback when she tried to help him develop better friendship behaviors. “Many parents, especially parents of kids with ADHD, have had the experience where they tell their child something – and maybe it’s even really good advice – but it’s like the brick wall goes up. The child gets very defensive,” said Mikami. “That defensiveness often comes from kids just anticipating that they’re going to do something wrong and they’re going to get a lot of corrective feedback, even if in the parent’s mind it is very well meaning.” Poisson noticed that when she spent special time with her son, his oppositional behavior decreased. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Liubov Delegan, who immigrated from Ukraine to Vancouver, Canada around the time of her eight-year-old son’s ADHD diagnosis, said the parental friendship coaching program taught her to use \u003c/span>\u003ca href=\"https://www.cdc.gov/parents/essentials/toddlersandpreschoolers/communication/activelistening.html\">\u003cspan style=\"font-weight: 400\">active listening\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to strengthen her relationship with her child. Active listening means listening without jumping in with advice or criticism. When Delegan did that, she noticed that she asked her child more questions. “It gave more connection. It’s like ‘I can hear you. I hear what you’re saying and I’m interested in your opinion,’” she said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Nurturing children’s friendship skills \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once the parent-child relationship is strong and secure, the PFC program guides parents in nurturing their child’s friendship skills, including negotiation, conflict resolution and perspective taking. Parents are uniquely positioned to be friendship coaches because they have a deep understanding of their child’s strengths, challenges and individual needs. While a child’s therapist can provide tips and strategies, parents have access to real time situations and can provide in-the-moment support. “It can be really hard for the child to learn the skills in therapy and then remember to apply them when they’re with their peers in a totally different situation outside of therapy,” said Mikami. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At a family game night, for example, parents may help their child improve social skills by incorporating breaks if the child gets worked up or praising the child when they are able to stay calm. Additionally, a parent might talk with a child about social cues to look for in playmates that show they might be bored.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To build her son’s friendship skills, Poisson used PFC’s corrective feedback strategies. When her son interacted with his peers she’d put emphasis on the behavior she’d like to see in the moment instead of focusing on what her son was doing wrong. “When you have kids with ADHD, it’s not intrinsic to them. They’re not able to necessarily pick up on all those social cues,” said Poisson. Before playdates, Poisson now ”frontloads” her son by talking to him about what it means to be a good friend and how a good friend might act.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Setting up successful playdates\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lastly, the PFC model helps parents learn how to structure successful playdates for their child. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you know your child is only likely to behave well in a certain situation for 30 minutes, set your first playdate for 30 minutes,” suggested Mikami. Other factors that are helpful include picking an appropriate friend for the playdate — a peer who has similar interests and encourages good behavior. A parent of a child with ADHD may initially choose to host playdates because they have more control over the environment than if their child is a guest at a peer’s house. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although parents may feel the need to check in frequently during playdates, they learn in the PFC program that it’s important to make sure that their child experiences quality one-on-one time with their friend. \u003c/span>\u003cspan style=\"font-weight: 400\">Mikami said that there are ways for parents to monitor without being intrusive, such as doing laundry during the playdate, which requires walking in and out of the child’s room a few times.\u003c/span>\u003cspan style=\"font-weight: 400\"> “Hopefully a lot of the coaching can be done before or after the playdate, not in front of the peer or not pulling the child out in the middle in a way that would look weird to the peer. That’s compromising autonomy.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead of trying to stop things from happening, Poisson accepted the occasional bad playdate as part of the process. “And then we just reflect. ‘What were you doing?’ and ‘What were they doing’ and ‘What could you do?’” she said. Poisson found that when she let go of her own anxieties about how the playdates were going, she got better outcomes. Ultimately Poisson felt that her son’s playdates got better as she used the parental friendship coaching approach. “The biggest thing was for me to just kind of back off a little bit, trust him, use what they had given us, and then just see how it played out,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents aren’t supposed to be their child’s friendship coach forever, according to Mikami. “It’s meant to be an investment in the early stages of a relationship. And so once your child gains more of these friendship skills and hits it off with a peer, then parents should have a plan to back off,” she said.\u003c/span>\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>\u003cspan style=\"font-weight: 400\">Parental friendship coaching is one of many ways to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61615/understanding-and-supporting-girls-with-adhd?fbclid=IwAR3pLgnT2LVLSuCPf1X-ks7tYFbXH0qB5FhcFVJ1zMt-YP1BNHFn130fGEs\">\u003cspan style=\"font-weight: 400\">improve social outcomes for kids with ADHD\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Mikami encouraged parents to be kind to themselves as they try to meet their child’s needs. “Your child is a different, independent and sentient living being and is not going to do everything the way that you hope and everything is not going to work the way that you hope, whether your child has ADHD or is neurotypical,” said Mikami. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61966/how-parents-can-help-children-with-adhd-thrive-in-friendships","authors":["11721"],"categories":["mindshift_21280","mindshift_21385"],"tags":["mindshift_20862","mindshift_20882","mindshift_20955","mindshift_21074","mindshift_21336","mindshift_20870","mindshift_20568","mindshift_290","mindshift_498","mindshift_20774","mindshift_943"],"featImg":"mindshift_61968","label":"mindshift"},"mindshift_57853":{"type":"posts","id":"mindshift_57853","meta":{"index":"posts_1591205157","site":"mindshift","id":"57853","score":null,"sort":[1620892915000]},"guestAuthors":[],"slug":"an-updated-oregon-trail-gives-native-americans-better-representation","title":"An Updated 'Oregon Trail' Gives Native Americans Better Representation","publishDate":1620892915,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Jazz Halfmoon, 38, remembers playing the educational video game Oregon Trail as a reward for doing well in class. \"It was on a super-old computer,\" she says. \"The green screen was like the only color.\"\u003c/p>\n\u003cp>She says it was really exciting, and the kids would often clamor and fight over who could \u003ca href=\"https://archive.org/details/msdos_Oregon_Trail_The_1990\">play the game\u003c/a> at their school on the \u003ca href=\"https://ctuir.org/\">Confederated Tribes of the Umatilla Indian Reservation\u003c/a>, in northeast Oregon.\u003c/p>\n\u003cp>Halfmoon says, \"I remember being like, 'Oh, like the Indians killed off somebody in your wagon train ... and then being like, 'Oh, we're Indians, you know.' \"\u003c/p>\n\u003cp>A generation of kids like Halfmoon grew up playing settlers heading west on the Oregon Trail. They remember it mostly for the moment — wait for it — their party died of dysentery. Now, a \u003ca href=\"https://apps.apple.com/us/app/the-oregon-trail/id1502228492\">new spin on the wagon train game\u003c/a> focuses on more accurately representing Native Americans and includes new storylines and playable Native American characters.\u003c/p>\n\u003cp>The company Gameloft tackled the redesign of Oregon Trail for \u003ca href=\"https://www.apple.com/newsroom/2021/04/apple-arcade-expands-its-award-winning-catalog-to-more-than-180-games/\">Apple Arcade\u003c/a> just in time for the increase in worldwide play because of the coronavirus pandemic. The game came out in April. Its target audience: the now-40-year-old original fans and their kids. And more Native American players.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.gameloft.com/gameloft-studios/brisbane\">Gameloft Brisbane\u003c/a> creative director Jarrad Trudgen had to root out historical inaccuracies and clichés about Native American culture.\u003c/p>\n\u003cp>\"Well, as a white, middle-class Australian, I don't think I can really speak to that,\" he says. \"I'd like help with that. And I'd like to talk to some Native Americans and some Native American history professors.\"\u003c/p>\n\u003cfigure id=\"attachment_57859\" class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg class=\"size-full wp-image-57859\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/theoregontrail_screen_-03_hud_2532x1170_en_custom-28d7d1cbaa8e8c098562e10525b0fccd751a84ae-s1600-c85.png\" alt=\"\" width=\"1600\" height=\"736\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/theoregontrail_screen_-03_hud_2532x1170_en_custom-28d7d1cbaa8e8c098562e10525b0fccd751a84ae-s1600-c85.png 1600w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/theoregontrail_screen_-03_hud_2532x1170_en_custom-28d7d1cbaa8e8c098562e10525b0fccd751a84ae-s1600-c85-800x368.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/theoregontrail_screen_-03_hud_2532x1170_en_custom-28d7d1cbaa8e8c098562e10525b0fccd751a84ae-s1600-c85-1020x469.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/theoregontrail_screen_-03_hud_2532x1170_en_custom-28d7d1cbaa8e8c098562e10525b0fccd751a84ae-s1600-c85-160x74.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/theoregontrail_screen_-03_hud_2532x1170_en_custom-28d7d1cbaa8e8c098562e10525b0fccd751a84ae-s1600-c85-768x353.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/theoregontrail_screen_-03_hud_2532x1170_en_custom-28d7d1cbaa8e8c098562e10525b0fccd751a84ae-s1600-c85-1536x707.png 1536w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">Native American characters in the new Oregon Trail game speak fluent English, reflecting the historical reality that many Native Americans were multilingual. \u003ccite>(Gameloft)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>So he brought in three Indigenous historians. They listened to early test music for the game and said, back off the drums and flutes! And don't use broken stilted English.\u003c/p>\n\u003cp>Trudgen got it. \"It's like a trope to make Native American people seem primitive somehow,\" he says, \"when actually there were a lot of bilingual or polylingual Native Americans at that time.\"\u003c/p>\n\u003cp>The team of historians came up with more appropriate names for game characters and advocated for new roles for Native Americans, not just roles as guides or trappers.\u003c/p>\n\u003cfigure id=\"attachment_57856\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"size-full wp-image-57856\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/photo-2-cb571864e568fa7f36df971741478044ee2675eb-e1620892706249.jpe\" alt=\"\" width=\"250\" height=\"188\">\u003cfigcaption class=\"wp-caption-text\">University of Nebraska historian Margaret Huettl says she's glad developers listened to her and other scholars in making the new Oregon Trail. \u003ccite>(Courtesy of Margaret Huettl)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>University of Nebraska historian \u003ca href=\"https://history.unl.edu/margaret-huettl\">Margaret Huettl\u003c/a> has \u003ca href=\"https://www.lcotribe.com/\">Lac Courte Oreilles\u003c/a> tribal ancestors. She researched old photos and drawings for accurate depictions of different tribes' clothing and style. \"Initially, all of the Native people [in the revamped game] had braids,\" Huettl says. \"And I think we suggested, maybe they don't all have to have braids.\"\u003c/p>\n\u003cp>One major teaching moment for Trudgen was about bows and arrows. He definitely wanted them.\u003c/p>\n\u003cp>\"There are a lot of popular games out there, Tomb Raider and \u003ca href=\"https://www.npr.org/sections/alltechconsidered/2016/12/31/505592646/reading-the-game-the-last-of-us\">Last of Us\u003c/a>, and like these big games — where bow and arrows are sick,\" Trudgen says.\u003c/p>\n\u003cp>But historian Huettl explained that if you were a Native American trapper at the time of the Oregon Trail, you were more likely to have a rifle, so bows and arrows are an outdated stereotype.\u003c/p>\n\u003cp>\"That wasn't our intention at all, obviously,\" Trudgen says. \"We were just coming to it sort of as a naive 'bow and arrows are cool' angle.\"\u003c/p>\n\u003cp>David Lewis teaches anthropology and ethnic studies at \u003ca href=\"https://urldefense.com/v3/__https:/liberalarts.oregonstate.edu/users/david-lewis*:*:text=David*20G.,in*20the*20Western*20Oregon*20Tribes.__;I34lJSUlJQ!!Iwwt!GR2_Ck1KW-obqwFZ2fXRJ4tYu8BZDPGSfrJwcOV1XimxVSBPdkSekVGqS33R%24\">Oregon State University\u003c/a>, and he's a member of the \u003ca href=\"https://www.grandronde.org/\">Confederated Tribes of Grand Ronde\u003c/a> — territories where many settlers ended up.\u003c/p>\n\u003cp>\"They [tribes] were excited initially for all the new products — the guns, the metals and fabrics and things like that,\" Lewis says.\u003c/p>\n\u003cp>But, he says, the real Oregon Trail wasn't a positive story for Native Americans. The settlers kept coming, and the government forced tribes into bad deals — treaties that gave away their best land and forced their people onto reservations where many died.\u003c/p>\n\u003cp>\"That settlement of Oregon then was initially just a theft of land,\" he says. \"By and large, the experience of Native people was one of continual loss for the first 70 or 80 years.\"\u003c/p>\n\u003cp>Indigenous people didn't become U.S. citizens until 1924. Lewis says they had no rights.\u003c/p>\n\u003cp>It's hard to encapsulate all of that into a video game. But historian Huettl says the designers were serious about getting it right. The prairies she knows well are beautiful in the game.\u003c/p>\n\u003cfigure id=\"attachment_57860\" class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg class=\"size-full wp-image-57860\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/theoregontrail_screen_-07_hud_2532x1170_en_custom-a52377b4f9dc42faf1d3ec5120cdc4258beee98b-s1600-c85.png\" alt=\"\" width=\"1600\" height=\"736\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/theoregontrail_screen_-07_hud_2532x1170_en_custom-a52377b4f9dc42faf1d3ec5120cdc4258beee98b-s1600-c85.png 1600w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/theoregontrail_screen_-07_hud_2532x1170_en_custom-a52377b4f9dc42faf1d3ec5120cdc4258beee98b-s1600-c85-800x368.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/theoregontrail_screen_-07_hud_2532x1170_en_custom-a52377b4f9dc42faf1d3ec5120cdc4258beee98b-s1600-c85-1020x469.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/theoregontrail_screen_-07_hud_2532x1170_en_custom-a52377b4f9dc42faf1d3ec5120cdc4258beee98b-s1600-c85-160x74.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/theoregontrail_screen_-07_hud_2532x1170_en_custom-a52377b4f9dc42faf1d3ec5120cdc4258beee98b-s1600-c85-768x353.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/theoregontrail_screen_-07_hud_2532x1170_en_custom-a52377b4f9dc42faf1d3ec5120cdc4258beee98b-s1600-c85-1536x707.png 1536w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">Many things have changed in the new Oregon Trail, but you can still die of dysentery. \u003ccite>(Gameloft)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"[And] there's no bow and arrow,\" Huettl says. \"That's not in the game. They listened to what we were saying.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The flutes are mostly gone too. But they did leave one old moment in the new version — players can still die of dysentery.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+New+Spin+On+A+Classic+Video+Game+Gives+Native+Americans+Better+Representation&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"A new version of the classic '80s video game Oregon Trail tries to represent the lives of Native Americans more accurately — no more braids or bows and arrows. But you can still die of dysentery.","status":"publish","parent":0,"modified":1620892915,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":827},"headData":{"title":"An Updated 'Oregon Trail' Gives Native Americans Better Representation - MindShift","description":"A new version of the classic '80s video game Oregon Trail tries to represent the lives of Native Americans more accurately — no more braids or bows and arrows. But you can still die of dysentery.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"An Updated 'Oregon Trail' Gives Native Americans Better Representation","datePublished":"2021-05-13T08:01:55.000Z","dateModified":"2021-05-13T08:01:55.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"57853 https://ww2.kqed.org/mindshift/?p=57853","disqusUrl":"https://ww2.kqed.org/mindshift/2021/05/13/an-updated-oregon-trail-gives-native-americans-better-representation/","disqusTitle":"An Updated 'Oregon Trail' Gives Native Americans Better Representation","nprByline":"Anna King","nprImageAgency":"Gameloft","nprStoryId":"996007048","nprApiLink":"http://api.npr.org/query?id=996007048&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2021/05/12/996007048/no-bows-and-arrows-and-no-broken-english-on-the-updated-oregon-trail?ft=nprml&f=996007048","nprRetrievedStory":"1","nprPubDate":"Wed, 12 May 2021 19:20:00 -0400","nprStoryDate":"Wed, 12 May 2021 05:00:00 -0400","nprLastModifiedDate":"Wed, 12 May 2021 19:01:39 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2021/05/20210512_atc_no_bows_and_arrows_and_no_broken_english_on_the_updated_oregon_trail.mp3?orgId=1&topicId=820593993&d=220&p=2&story=996007048&ft=nprml&f=996007048","nprAudioM3u":"http://api.npr.org/m3u/1996286644-20aa51.m3u?orgId=1&topicId=820593993&d=220&p=2&story=996007048&ft=nprml&f=996007048","path":"/mindshift/57853/an-updated-oregon-trail-gives-native-americans-better-representation","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2021/05/20210512_atc_no_bows_and_arrows_and_no_broken_english_on_the_updated_oregon_trail.mp3?orgId=1&topicId=820593993&d=220&p=2&story=996007048&ft=nprml&f=996007048","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Jazz Halfmoon, 38, remembers playing the educational video game Oregon Trail as a reward for doing well in class. \"It was on a super-old computer,\" she says. \"The green screen was like the only color.\"\u003c/p>\n\u003cp>She says it was really exciting, and the kids would often clamor and fight over who could \u003ca href=\"https://archive.org/details/msdos_Oregon_Trail_The_1990\">play the game\u003c/a> at their school on the \u003ca href=\"https://ctuir.org/\">Confederated Tribes of the Umatilla Indian Reservation\u003c/a>, in northeast Oregon.\u003c/p>\n\u003cp>Halfmoon says, \"I remember being like, 'Oh, like the Indians killed off somebody in your wagon train ... and then being like, 'Oh, we're Indians, you know.' \"\u003c/p>\n\u003cp>A generation of kids like Halfmoon grew up playing settlers heading west on the Oregon Trail. They remember it mostly for the moment — wait for it — their party died of dysentery. Now, a \u003ca href=\"https://apps.apple.com/us/app/the-oregon-trail/id1502228492\">new spin on the wagon train game\u003c/a> focuses on more accurately representing Native Americans and includes new storylines and playable Native American characters.\u003c/p>\n\u003cp>The company Gameloft tackled the redesign of Oregon Trail for \u003ca href=\"https://www.apple.com/newsroom/2021/04/apple-arcade-expands-its-award-winning-catalog-to-more-than-180-games/\">Apple Arcade\u003c/a> just in time for the increase in worldwide play because of the coronavirus pandemic. The game came out in April. Its target audience: the now-40-year-old original fans and their kids. And more Native American players.\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>\u003ca href=\"https://www.gameloft.com/gameloft-studios/brisbane\">Gameloft Brisbane\u003c/a> creative director Jarrad Trudgen had to root out historical inaccuracies and clichés about Native American culture.\u003c/p>\n\u003cp>\"Well, as a white, middle-class Australian, I don't think I can really speak to that,\" he says. \"I'd like help with that. And I'd like to talk to some Native Americans and some Native American history professors.\"\u003c/p>\n\u003cfigure id=\"attachment_57859\" class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg class=\"size-full wp-image-57859\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/theoregontrail_screen_-03_hud_2532x1170_en_custom-28d7d1cbaa8e8c098562e10525b0fccd751a84ae-s1600-c85.png\" alt=\"\" width=\"1600\" height=\"736\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/theoregontrail_screen_-03_hud_2532x1170_en_custom-28d7d1cbaa8e8c098562e10525b0fccd751a84ae-s1600-c85.png 1600w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/theoregontrail_screen_-03_hud_2532x1170_en_custom-28d7d1cbaa8e8c098562e10525b0fccd751a84ae-s1600-c85-800x368.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/theoregontrail_screen_-03_hud_2532x1170_en_custom-28d7d1cbaa8e8c098562e10525b0fccd751a84ae-s1600-c85-1020x469.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/theoregontrail_screen_-03_hud_2532x1170_en_custom-28d7d1cbaa8e8c098562e10525b0fccd751a84ae-s1600-c85-160x74.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/theoregontrail_screen_-03_hud_2532x1170_en_custom-28d7d1cbaa8e8c098562e10525b0fccd751a84ae-s1600-c85-768x353.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/theoregontrail_screen_-03_hud_2532x1170_en_custom-28d7d1cbaa8e8c098562e10525b0fccd751a84ae-s1600-c85-1536x707.png 1536w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">Native American characters in the new Oregon Trail game speak fluent English, reflecting the historical reality that many Native Americans were multilingual. \u003ccite>(Gameloft)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>So he brought in three Indigenous historians. They listened to early test music for the game and said, back off the drums and flutes! And don't use broken stilted English.\u003c/p>\n\u003cp>Trudgen got it. \"It's like a trope to make Native American people seem primitive somehow,\" he says, \"when actually there were a lot of bilingual or polylingual Native Americans at that time.\"\u003c/p>\n\u003cp>The team of historians came up with more appropriate names for game characters and advocated for new roles for Native Americans, not just roles as guides or trappers.\u003c/p>\n\u003cfigure id=\"attachment_57856\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"size-full wp-image-57856\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/photo-2-cb571864e568fa7f36df971741478044ee2675eb-e1620892706249.jpe\" alt=\"\" width=\"250\" height=\"188\">\u003cfigcaption class=\"wp-caption-text\">University of Nebraska historian Margaret Huettl says she's glad developers listened to her and other scholars in making the new Oregon Trail. \u003ccite>(Courtesy of Margaret Huettl)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>University of Nebraska historian \u003ca href=\"https://history.unl.edu/margaret-huettl\">Margaret Huettl\u003c/a> has \u003ca href=\"https://www.lcotribe.com/\">Lac Courte Oreilles\u003c/a> tribal ancestors. She researched old photos and drawings for accurate depictions of different tribes' clothing and style. \"Initially, all of the Native people [in the revamped game] had braids,\" Huettl says. \"And I think we suggested, maybe they don't all have to have braids.\"\u003c/p>\n\u003cp>One major teaching moment for Trudgen was about bows and arrows. He definitely wanted them.\u003c/p>\n\u003cp>\"There are a lot of popular games out there, Tomb Raider and \u003ca href=\"https://www.npr.org/sections/alltechconsidered/2016/12/31/505592646/reading-the-game-the-last-of-us\">Last of Us\u003c/a>, and like these big games — where bow and arrows are sick,\" Trudgen says.\u003c/p>\n\u003cp>But historian Huettl explained that if you were a Native American trapper at the time of the Oregon Trail, you were more likely to have a rifle, so bows and arrows are an outdated stereotype.\u003c/p>\n\u003cp>\"That wasn't our intention at all, obviously,\" Trudgen says. \"We were just coming to it sort of as a naive 'bow and arrows are cool' angle.\"\u003c/p>\n\u003cp>David Lewis teaches anthropology and ethnic studies at \u003ca href=\"https://urldefense.com/v3/__https:/liberalarts.oregonstate.edu/users/david-lewis*:*:text=David*20G.,in*20the*20Western*20Oregon*20Tribes.__;I34lJSUlJQ!!Iwwt!GR2_Ck1KW-obqwFZ2fXRJ4tYu8BZDPGSfrJwcOV1XimxVSBPdkSekVGqS33R%24\">Oregon State University\u003c/a>, and he's a member of the \u003ca href=\"https://www.grandronde.org/\">Confederated Tribes of Grand Ronde\u003c/a> — territories where many settlers ended up.\u003c/p>\n\u003cp>\"They [tribes] were excited initially for all the new products — the guns, the metals and fabrics and things like that,\" Lewis says.\u003c/p>\n\u003cp>But, he says, the real Oregon Trail wasn't a positive story for Native Americans. The settlers kept coming, and the government forced tribes into bad deals — treaties that gave away their best land and forced their people onto reservations where many died.\u003c/p>\n\u003cp>\"That settlement of Oregon then was initially just a theft of land,\" he says. \"By and large, the experience of Native people was one of continual loss for the first 70 or 80 years.\"\u003c/p>\n\u003cp>Indigenous people didn't become U.S. citizens until 1924. Lewis says they had no rights.\u003c/p>\n\u003cp>It's hard to encapsulate all of that into a video game. But historian Huettl says the designers were serious about getting it right. The prairies she knows well are beautiful in the game.\u003c/p>\n\u003cfigure id=\"attachment_57860\" class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg class=\"size-full wp-image-57860\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/theoregontrail_screen_-07_hud_2532x1170_en_custom-a52377b4f9dc42faf1d3ec5120cdc4258beee98b-s1600-c85.png\" alt=\"\" width=\"1600\" height=\"736\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/theoregontrail_screen_-07_hud_2532x1170_en_custom-a52377b4f9dc42faf1d3ec5120cdc4258beee98b-s1600-c85.png 1600w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/theoregontrail_screen_-07_hud_2532x1170_en_custom-a52377b4f9dc42faf1d3ec5120cdc4258beee98b-s1600-c85-800x368.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/theoregontrail_screen_-07_hud_2532x1170_en_custom-a52377b4f9dc42faf1d3ec5120cdc4258beee98b-s1600-c85-1020x469.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/theoregontrail_screen_-07_hud_2532x1170_en_custom-a52377b4f9dc42faf1d3ec5120cdc4258beee98b-s1600-c85-160x74.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/theoregontrail_screen_-07_hud_2532x1170_en_custom-a52377b4f9dc42faf1d3ec5120cdc4258beee98b-s1600-c85-768x353.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/theoregontrail_screen_-07_hud_2532x1170_en_custom-a52377b4f9dc42faf1d3ec5120cdc4258beee98b-s1600-c85-1536x707.png 1536w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">Many things have changed in the new Oregon Trail, but you can still die of dysentery. \u003ccite>(Gameloft)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"[And] there's no bow and arrow,\" Huettl says. \"That's not in the game. They listened to what we were saying.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The flutes are mostly gone too. But they did leave one old moment in the new version — players can still die of dysentery.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+New+Spin+On+A+Classic+Video+Game+Gives+Native+Americans+Better+Representation&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57853/an-updated-oregon-trail-gives-native-americans-better-representation","authors":["byline_mindshift_57853"],"categories":["mindshift_195"],"tags":["mindshift_20655","mindshift_20661","mindshift_20774"],"featImg":"mindshift_57854","label":"mindshift"},"mindshift_56762":{"type":"posts","id":"mindshift_56762","meta":{"index":"posts_1591205157","site":"mindshift","id":"56762","score":null,"sort":[1602234265000]},"guestAuthors":[],"slug":"learning-about-christopher-columbus-by-putting-him-on-trial","title":"Learning About Christopher Columbus By Putting Him on Trial","publishDate":1602234265,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Last fall, teacher Michael Palermo called Columbus’s crew to the witness stand. Wilfredo Lopez Murcia, a student at Wakefield High School in Virginia, strolled to the front of the classroom, followed by classmate Jhonnatan Moya Miranda.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Hello, mates,” Wilfredo quipped, giving a short salute to his peers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Wilfredo and Jhonnatan were about to defend themselves in The \u003ca href=\"https://www.zinnedproject.org/materials/people-vs-columbus/\">People vs. Columbus, et al. trial\u003c/a>, a social studies role play that encourages critical thinking about European colonization of the Americas. During the interactive lesson, which was developed by a teacher in Portland, Oregon, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54486/how-collaboration-unlocks-learning-and-lessens-student-isolation\">\u003cspan style=\"font-weight: 400\">groups of students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> make a case for who was responsible for a major crime: the slaughter of millions of indigenous Taínos following Christopher Columbus’s arrival in Hispaniola in 1492.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Defending himself and the rest of Columbus’s men, Wilfredo argued that, despite capturing slaves, raping women and setting dogs on infants, they did not hold power in the situation. A classmate serving as a juror probed for more information. Was it also true that Columbus’s men cut off the hands of the Taíno people when they didn’t find gold?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s true but that’s because as soldiers we were trained to follow orders,” Wilfredo said. “There’s no choice.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A classmate defending Columbus jumped in: “Do Columbus’s men have minds? Do they know right from wrong?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Wilfredo replied: “The ones who didn’t know right from wrong were Columbus and the king and queen.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The monarchs in question — Ferdinand and Isabella — would also be called to defend themselves by the end of the period, as would Columbus, Pope Alexander VI and the Catholic Church, the Taínos, and the system of empire. Although the jury would return a verdict, there would be no easy answer to who was most at fault for the atrocities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A basic habit of mind I am hoping to nurture is to urge students to ask the deep ‘why?’ questions,” said Bill Bigelow, the Portland educator who created the Columbus trial. “If it hadn't been Columbus, would a different European explorer have behaved fundamentally different?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since the early 1990s, Bigelow has shared the Columbus trial with other teachers through workshops and in the second edition of his book, “\u003c/span>\u003ca href=\"https://www.rethinkingschools.org/books/title/rethinking-columbus-expanded-second-edition\">\u003cspan style=\"font-weight: 400\">Rethinking Columbus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” That book has sold tens of thousands of copies, according to Bigelow, and the \u003c/span>\u003ca href=\"https://www.zinnedproject.org/materials/people-vs-columbus/\">\u003cspan style=\"font-weight: 400\">lesson plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the trial has been downloaded from the Zinn Education Project thousands of times and \u003ca href=\"https://www.facebook.com/ZinnEducationProject/photos/have-you-used-the-lesson-the-people-vs-columbus-et-al-one-of-the-most-popular-te/10153194985769677/\">shared\u003c/a> with \u003ca href=\"https://www.sfgate.com/news/article/Christopher-columbus-day-history-trial-murder-12258599.php\">teachers\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Michael Palermo, who is Wilfredo’s teacher at Wakefield High, has done the trial with his classes for more than 20 years. Even though school has moved online because of COVID-19, he still plans to teach the trial. He said the activity aligns well with two recent trends in education: a move toward more \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50530/the-six-must-have-elements-of-high-quality-project-based-learning\">\u003cspan style=\"font-weight: 400\">hands-on\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51580/four-inquiry-qualities-at-the-heart-of-student-centered-teaching\">\u003cspan style=\"font-weight: 400\">inquiry-based learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and greater interest in showing more than the victors’ viewpoint of history. The latter trend corresponds to a shift outside of schools, too. About a dozen \u003ca href=\"https://www.cnn.com/2019/04/22/us/indigenous-peoples-day-columbus-day-trnd/index.html\">states\u003c/a> and more than 130 U.S. \u003ca href=\"https://wtop.com/alexandria/2019/09/alexandria-to-recognize-indigenous-peoples-day/\">cities\u003c/a> have replaced Columbus Day with Indigenous Peoples Day or stopped observing the holiday.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Outcomes\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In preparing for and doing the Columbus trial, students use a number of key academic skills, such as developing an argument, citing evidence and responding to counter-arguments.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Bryan Chu, who conducts the trial with his middle school students in Portland, the fact that they’re practicing those skills in a student-led format makes it more engaging. “Once you give them the materials, they run with it,” he said. “They really like to put their ideas to the test and challenge other people and be able to talk back and forth and formulate arguments on the fly. ... there’s just not enough opportunities like that in schools.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56765\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56765\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/20191009_104852-scaled-e1602230704980.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">Students last fall at Harriet Tubman Middle School in Portland, Oregon, plan their defense of the system of empire for a People vs. Columbus, et al trial in social studies class. \u003ccite>(Kara Newhouse)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Palermo said the format can allow different students to shine. He recalled one student last year who usually came to class fatigued from working two jobs to help his family. But \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games\">\u003cspan style=\"font-weight: 400\">acting the part\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of King Ferdinand in the trial “really got him fired up,” Palermo said. “I felt bad for (the other groups) because he was really gunning for them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As students draw on historical evidence to argue different perspectives in the role play, they also explore their own \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54150/teaching-6-year-olds-about-privilege-and-power\">\u003cspan style=\"font-weight: 400\">ideas about power, responsibility and morality\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “It’s one of those discussions where … we’re not trying to decide what happened, they’re trying to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53123/how-to-teach-students-historical-inquiry-through-media-literacy-and-critical-thinking\">\u003cspan style=\"font-weight: 400\">make some meaning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> out of it,” said Palermo. “That’s what makes history interesting.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In late October, after Wilfredo and his classmates made their defense of each group, the jurors deliberated in the hallway. Then they returned their verdict: Columbus, his crew, Queen Isabella and King Ferdinand were all guilty in the murder of millions of indigenous Taínos. Students from other groups cheered and threw up their arms in victory.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But as the hurrahs subsided, Palermo pointed out that it’s a complicated decision. In each of the three classes he taught that week, the jurors returned a different verdict. In class discussions or essays following the trial, both Palermo and Chu ask students to formulate their own verdicts. Chu also presents data from verdicts over multiple years of the activity to encourage students to analyze patterns.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Challenges\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chu said that the same reasons students love the Columbus trial can make it scary for teachers — it’s unscripted. “It can go in a million different places, right? And you gotta be willing to just let it go there and deal with things as they come up,” he said. “If you’re waiting for yourself to be 100 percent prepared, you’ll never do it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some teachers also may worry whether questioning the dominant Columbus story is too political. But Chu said that framing Columbus only as a hero comes from a specific viewpoint, too, and it leaves out indigenous experiences. “At the end of the day, (students) do have to come to their own conclusions of what they do with the information or not. My job is to make sure, when it comes time, they have a million different starting points.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Bigelow, “To teach about history is to teach about injustice,” and the Columbus trial does not present simple conclusions about that. “What has been most gratifying is hearing from teachers about how the activity has prompted students to think more deeply about the roots of violence and injustice,” he said.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>https://youtu.be/12LQsBclMos\u003c/p>\n\n","blocks":[],"excerpt":"More educators are teaching the brutality of Christopher Columbus and colonization by having students role play a trial in which Columbus, his crew, Queen Isabella and King Ferdinand are on trial for the murder of millions of indigenous Taínos.","status":"publish","parent":0,"modified":1602234445,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1178},"headData":{"title":"Learning About Christopher Columbus By Putting Him on Trial - MindShift","description":"More educators are teaching the brutality of Christopher Columbus and colonization by having students role play a trial in which Columbus, his crew, Queen Isabella and King Ferdinand are on trial for the murder of millions of indigenous Taínos.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Learning About Christopher Columbus By Putting Him on Trial","datePublished":"2020-10-09T09:04:25.000Z","dateModified":"2020-10-09T09:07:25.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"56762 https://ww2.kqed.org/mindshift/?p=56762","disqusUrl":"https://ww2.kqed.org/mindshift/2020/10/09/learning-about-christopher-columbus-by-putting-him-on-trial/","disqusTitle":"Learning About Christopher Columbus By Putting Him on Trial","path":"/mindshift/56762/learning-about-christopher-columbus-by-putting-him-on-trial","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Last fall, teacher Michael Palermo called Columbus’s crew to the witness stand. Wilfredo Lopez Murcia, a student at Wakefield High School in Virginia, strolled to the front of the classroom, followed by classmate Jhonnatan Moya Miranda.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Hello, mates,” Wilfredo quipped, giving a short salute to his peers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Wilfredo and Jhonnatan were about to defend themselves in The \u003ca href=\"https://www.zinnedproject.org/materials/people-vs-columbus/\">People vs. Columbus, et al. trial\u003c/a>, a social studies role play that encourages critical thinking about European colonization of the Americas. During the interactive lesson, which was developed by a teacher in Portland, Oregon, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54486/how-collaboration-unlocks-learning-and-lessens-student-isolation\">\u003cspan style=\"font-weight: 400\">groups of students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> make a case for who was responsible for a major crime: the slaughter of millions of indigenous Taínos following Christopher Columbus’s arrival in Hispaniola in 1492.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Defending himself and the rest of Columbus’s men, Wilfredo argued that, despite capturing slaves, raping women and setting dogs on infants, they did not hold power in the situation. A classmate serving as a juror probed for more information. Was it also true that Columbus’s men cut off the hands of the Taíno people when they didn’t find gold?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s true but that’s because as soldiers we were trained to follow orders,” Wilfredo said. “There’s no choice.”\u003c/span>\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>\u003cspan style=\"font-weight: 400\">A classmate defending Columbus jumped in: “Do Columbus’s men have minds? Do they know right from wrong?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Wilfredo replied: “The ones who didn’t know right from wrong were Columbus and the king and queen.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The monarchs in question — Ferdinand and Isabella — would also be called to defend themselves by the end of the period, as would Columbus, Pope Alexander VI and the Catholic Church, the Taínos, and the system of empire. Although the jury would return a verdict, there would be no easy answer to who was most at fault for the atrocities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A basic habit of mind I am hoping to nurture is to urge students to ask the deep ‘why?’ questions,” said Bill Bigelow, the Portland educator who created the Columbus trial. “If it hadn't been Columbus, would a different European explorer have behaved fundamentally different?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since the early 1990s, Bigelow has shared the Columbus trial with other teachers through workshops and in the second edition of his book, “\u003c/span>\u003ca href=\"https://www.rethinkingschools.org/books/title/rethinking-columbus-expanded-second-edition\">\u003cspan style=\"font-weight: 400\">Rethinking Columbus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” That book has sold tens of thousands of copies, according to Bigelow, and the \u003c/span>\u003ca href=\"https://www.zinnedproject.org/materials/people-vs-columbus/\">\u003cspan style=\"font-weight: 400\">lesson plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the trial has been downloaded from the Zinn Education Project thousands of times and \u003ca href=\"https://www.facebook.com/ZinnEducationProject/photos/have-you-used-the-lesson-the-people-vs-columbus-et-al-one-of-the-most-popular-te/10153194985769677/\">shared\u003c/a> with \u003ca href=\"https://www.sfgate.com/news/article/Christopher-columbus-day-history-trial-murder-12258599.php\">teachers\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Michael Palermo, who is Wilfredo’s teacher at Wakefield High, has done the trial with his classes for more than 20 years. Even though school has moved online because of COVID-19, he still plans to teach the trial. He said the activity aligns well with two recent trends in education: a move toward more \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50530/the-six-must-have-elements-of-high-quality-project-based-learning\">\u003cspan style=\"font-weight: 400\">hands-on\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51580/four-inquiry-qualities-at-the-heart-of-student-centered-teaching\">\u003cspan style=\"font-weight: 400\">inquiry-based learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and greater interest in showing more than the victors’ viewpoint of history. The latter trend corresponds to a shift outside of schools, too. About a dozen \u003ca href=\"https://www.cnn.com/2019/04/22/us/indigenous-peoples-day-columbus-day-trnd/index.html\">states\u003c/a> and more than 130 U.S. \u003ca href=\"https://wtop.com/alexandria/2019/09/alexandria-to-recognize-indigenous-peoples-day/\">cities\u003c/a> have replaced Columbus Day with Indigenous Peoples Day or stopped observing the holiday.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Outcomes\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In preparing for and doing the Columbus trial, students use a number of key academic skills, such as developing an argument, citing evidence and responding to counter-arguments.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Bryan Chu, who conducts the trial with his middle school students in Portland, the fact that they’re practicing those skills in a student-led format makes it more engaging. “Once you give them the materials, they run with it,” he said. “They really like to put their ideas to the test and challenge other people and be able to talk back and forth and formulate arguments on the fly. ... there’s just not enough opportunities like that in schools.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56765\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56765\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/20191009_104852-scaled-e1602230704980.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">Students last fall at Harriet Tubman Middle School in Portland, Oregon, plan their defense of the system of empire for a People vs. Columbus, et al trial in social studies class. \u003ccite>(Kara Newhouse)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Palermo said the format can allow different students to shine. He recalled one student last year who usually came to class fatigued from working two jobs to help his family. But \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games\">\u003cspan style=\"font-weight: 400\">acting the part\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of King Ferdinand in the trial “really got him fired up,” Palermo said. “I felt bad for (the other groups) because he was really gunning for them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As students draw on historical evidence to argue different perspectives in the role play, they also explore their own \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54150/teaching-6-year-olds-about-privilege-and-power\">\u003cspan style=\"font-weight: 400\">ideas about power, responsibility and morality\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “It’s one of those discussions where … we’re not trying to decide what happened, they’re trying to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53123/how-to-teach-students-historical-inquiry-through-media-literacy-and-critical-thinking\">\u003cspan style=\"font-weight: 400\">make some meaning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> out of it,” said Palermo. “That’s what makes history interesting.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In late October, after Wilfredo and his classmates made their defense of each group, the jurors deliberated in the hallway. Then they returned their verdict: Columbus, his crew, Queen Isabella and King Ferdinand were all guilty in the murder of millions of indigenous Taínos. Students from other groups cheered and threw up their arms in victory.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But as the hurrahs subsided, Palermo pointed out that it’s a complicated decision. In each of the three classes he taught that week, the jurors returned a different verdict. In class discussions or essays following the trial, both Palermo and Chu ask students to formulate their own verdicts. Chu also presents data from verdicts over multiple years of the activity to encourage students to analyze patterns.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Challenges\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chu said that the same reasons students love the Columbus trial can make it scary for teachers — it’s unscripted. “It can go in a million different places, right? And you gotta be willing to just let it go there and deal with things as they come up,” he said. “If you’re waiting for yourself to be 100 percent prepared, you’ll never do it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some teachers also may worry whether questioning the dominant Columbus story is too political. But Chu said that framing Columbus only as a hero comes from a specific viewpoint, too, and it leaves out indigenous experiences. “At the end of the day, (students) do have to come to their own conclusions of what they do with the information or not. My job is to make sure, when it comes time, they have a million different starting points.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Bigelow, “To teach about history is to teach about injustice,” and the Columbus trial does not present simple conclusions about that. “What has been most gratifying is hearing from teachers about how the activity has prompted students to think more deeply about the roots of violence and injustice,” he said.\u003c/span>\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>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/12LQsBclMos'\n title='//www.youtube.com/embed/12LQsBclMos'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56762/learning-about-christopher-columbus-by-putting-him-on-trial","authors":["11487"],"categories":["mindshift_21357","mindshift_193"],"tags":["mindshift_21386","mindshift_20711","mindshift_1013","mindshift_797","mindshift_21388","mindshift_20774","mindshift_20615","mindshift_21387"],"featImg":"mindshift_56766","label":"mindshift"},"mindshift_55771":{"type":"posts","id":"mindshift_55771","meta":{"index":"posts_1591205157","site":"mindshift","id":"55771","score":null,"sort":[1587546142000]},"guestAuthors":[],"slug":"10-comfort-games-that-encourage-kindness-community-and-well-being","title":"10 Comfort Games That Encourage Kindness, Community and Well-Being","publishDate":1587546142,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">In the world’s first history book, Herodotus recounts how the ancient Lydians faced a prolonged period of food scarcity. Months passed without relief and despair set in, spurring the desperate Lydians to implement an unusual solution. Life was organized according to a two-day schedule, where they fasted on the first day and played games to distract from hunger, while on the second day they ate and abstained from play. Herodotus writes that the people lived according to this pattern for eighteen years, survived the famine, and invented some of the games that we enjoy today.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Three thousand years later, we stand to learn much from the Lydians. Games might be a timely balm as we grapple with our own social crisis. French philosopher David Émile Durkeim believed that games are a cornerstone of human bonding, while their power to absorb and distract helps ease our thoughts from the troubles at hand. Also, digital games can simulate vast navigable virtual spaces, an attractive commodity when access to real world space is restricted. But, unlike the Lydians, we already have tens of thousands of games ready to go, many of which have been designed to dissolve physical distance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As we adjust to a prolonged sojourn in the great indoors, the games included here may help ease the burden of confinement. Players can draw comfort from bridging distance through online collaboration, traveling the virtual world, sharing struggles, or getting a daily fitness fix, all without having to step outside.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Kind Words\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"http://popcannibal.com/kindwords/\">\u003ci>\u003cspan style=\"font-weight: 400\">Kind Words\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">’ core mechanic is meaningful human contact. Players can anonymously write short letters to share their struggles or respond to others with supportive words. After the tutorial, all letters and responses are produced by real people. This little game with a big heart seems ideally suited to our current circumstances as it transcends space with its anonymous virtual network that encourages positive interactions, mutual comfort and support. It’s also a fun way for kids to exercise reading, writing and \u003ca href=\"https://www.kqed.org/mindshift/54853/why-its-imperative-we-all-learn-to-be-emotion-scientists\">emotional intelligence\u003c/a> through empathetic engagements. Not surprisingly, many recent letters address social distancing issues which grant ample opportunity to connect on the foundation of shared experience.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=wnJ2sRTkZo8\u003c/p>\n\u003ch2>\u003cb>Journey\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Doesn’t it feel like a good time for a mystical pilgrimage across the desert? \u003c/span>\u003ca href=\"https://thatgamecompany.com/journey/\">\u003ci>\u003cspan style=\"font-weight: 400\">Journey\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a striking work of video game art where a player traverses a surreal desert landscape as they make their way to a distant mountain. The soothing soundtrack, austere expanses and calming rhythm of play are a powerful antidote to the doldrums of social isolation. The best part is that you are not alone. At every level, one might encounter another anonymous player with whom they can exchange magic scarves and form a temporary alliance. Communication is limited to avatar motion and nonverbal chimes or “pings.” Strangely, these \u003c/span>\u003ca href=\"https://www.eurogamer.net/articles/2018-07-08-how-journey-only-truly-made-sense-when-almost-everything-had-been-cut\">\u003cspan style=\"font-weight: 400\">constraints deepen the emotional connection\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> between players as it impedes potentially toxic behavior. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Journey\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is a powerful metaphor that binds inward and outward voyages, but perhaps the most relevant message it delivers is its persistent reminder that less is more.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=bkL94nKSd2M\u003c/p>\n\u003ch2>\u003cb>Stardew Valley \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The pastoral life calls in \u003c/span>\u003ca href=\"https://www.stardewvalley.net/\">\u003ci>\u003cspan style=\"font-weight: 400\">Stardew Valley\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, where you’re an urban office worker who inherits an abandoned plot of land from your grandfather. Fed-up with the city grind, you decide to take the plunge and start a new life in Pelican Town, an idyllic 16-bit farming community. Soon, you’re clearing land, managing crops, monitoring your sleep cycles, visiting the general store, socializing with the townsfolk and exploring the surrounding countryside. The surprise hit of 2016 is a refreshing tend-and-befriend game with throwback graphics and diverse tasks that will keep you blissfully occupied for hours. You can also farm with friends: there’s a \u003c/span>\u003ca href=\"https://www.gamesradar.com/stardew-valley-co-op-multiplayer-how-to/\">\u003cspan style=\"font-weight: 400\">multiplayer co-op\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> version that lets up to four players work together, share an income and even tie the knot. \u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=ot7uXNQskhs\u003c/p>\n\u003ch2>\u003cb>Animal Crossing: New Horizon\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fresh off the press, \u003c/span>\u003ca href=\"https://www.nintendo.com/games/detail/animal-crossing-new-horizons-switch/\">\u003cspan style=\"font-weight: 400\">\u003cem>Animal Crossing: New Horizons\u003c/em>\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is the latest installment of the enduring life simulation franchise where players explore a cartoony paradiscal island and build a thriving community of cutesy animal citizens. The open-ended sim is a highly customizable sandbox where players build, collect, craft, grow, fish, trade, play and socialize. Time on the island is tied to the real world clock, the weather is in flux and the flora and fauna change according to the seasons. Four can collaborate on the same system and up to eight online players can meet to work and play on the island.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=_3YNL0OWio0\u003c/p>\n\u003ch2>\u003cb>GeoGuessr\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While we await regularly scheduled flights to resume, \u003c/span>\u003ca href=\"https://www.geoguessr.com/\">\u003ci>\u003cspan style=\"font-weight: 400\">GeoGuessr\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> lets us explore the world from the comfort of home. It leverages Google Maps and Street View technology to drop you somewhere on the globe to wander around searching for clues to determine your location. Street signs, landscapes, flora, fauna, company logos, store signs and architecture all provide clues to help you figure out whether you’ve been beamed to the heart of Mongolia or deposited in downtown Nairobi. There are diverse challenges available and those who aren’t ready to go global can choose to materialize at landmarks, specific countries, or U.S. capitals. Once you’ve satisfied your wanderlust, hand it over to the kids for an entertaining boost to their geographic knowledge and critical thinking skills.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Outer Wilds\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">After you’ve exhausted your virtual tour of the world, you might consider heading off planet to the \u003c/span>\u003ca href=\"https://www.mobiusdigitalgames.com/outer-wilds.html\">\u003ci>\u003cspan style=\"font-weight: 400\">Outer Wilds\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">. The recent winner of BAFTA’s Best Game of 2020 award is sci-fi on the surface, but \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Outer Wilds\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is a gentle, carefully crafted masterpiece that rewards careful exploration. This time, you’re a rookie alien astronaut caught in a 22-minute time loop that always ends with a massive supernova, blackout and you wake up at the campfire starting position again. Rinse, but not quite repeat, as every churn of the \u003c/span>\u003ca href=\"https://www.imdb.com/title/tt0107048/\">\u003ci>\u003cspan style=\"font-weight: 400\">Groundhog Day\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> cycle reveals a new piece of the puzzle as you learn why you are trapped in the loop. It is ultimately a story about community and connection that caused \u003c/span>\u003ca href=\"https://www.polygon.com/2019/12/13/21011871/outer-wilds-goty-best-games-of-the-year\">\u003cspan style=\"font-weight: 400\">one reviewer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to confess that \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">“Outer Wilds\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">’\u003c/span> \u003cspan style=\"font-weight: 400\">final revelations left a mark that will be on my soul...one that pulls at me every time I hear its simple, enthralling theme music.” \u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=d6LGnVCL1_A\u003c/p>\n\u003ch2>\u003cb>Dungeons & Dragons\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In case you didn’t notice, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Dungeons & Dragons\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is back and bigger than ever. The iconic sword and sorcery tabletop role-playing game (RPG) with the eccentric dice has enjoyed a massive resurgence as an embodied alternative to online socialization. Besides its mainstream popularity, educators, therapists and parents have leveraged \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">D&D\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to encourage \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51787/leveraging-the-lore-of-dungeons-and-dragons-to-motivate-students-to-read-and-write\">\u003cspan style=\"font-weight: 400\">literacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51790/how-dungeons-dragons-primes-students-for-interdisciplinary-learning-including-stem\">\u003cspan style=\"font-weight: 400\">STEM\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51784/how-dungeons-dragons-can-help-kids-develop-social-emotional-learning-skills\">\u003cspan style=\"font-weight: 400\">social and emotional wellbeing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The pen-and-paper game was designed to be played around a table; however, it takes more than a lockdown to subdue. Wizards of the Coast curates a wealth of \u003c/span>\u003ca href=\"https://dnd.wizards.com/articles/remote\">\u003cspan style=\"font-weight: 400\">free tools and resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to help transition your \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">D&D\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> campaign online, and Polygon offers \u003c/span>\u003ca href=\"https://www.polygon.com/2020/3/17/21182538/how-to-play-dungeons-dragons-pen-and-paper-games-online-virtual-tabletop-coronavirus\">\u003cspan style=\"font-weight: 400\">a guide\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to help make the shift with other RPGs. Roleplay is cathartic, and tabletop RPGs are ultimately collaborative storytelling experiences, a fundamental human impulse to strengthen social cohesion.\u003c/span>\u003c/p>\n\u003cp>https://youtu.be/2PEt5RdNHNw\u003c/p>\n\u003ch2>\u003cb>Minecraft\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.minecraft.net/en-us/\">\u003ci>\u003cspan style=\"font-weight: 400\">Minecraft\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> is in a category all its own, and a mainstay of every video game list ever. It’s the second best selling title of all time, the commercial video game most widely used \u003c/span>\u003ca href=\"https://education.minecraft.net/\">\u003cspan style=\"font-weight: 400\">in education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and it remains enormously popular with players of all ages. Blockish avatars explore, mine and build structures ranging from simple homes to sophisticated circuits. Geographically distanced friends can collaborate on projects, and it’s even possible \u003c/span>\u003ca href=\"https://www.businessinsider.com/virtual-computers-built-inside-minecraft-2015-2\">\u003cspan style=\"font-weight: 400\">to build a computer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://blog.connectedcamps.com/creative-minecraft-theater/\">\u003cspan style=\"font-weight: 400\">stage a live performance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the virtual world. For tens of millions of youth (and adults) around the world, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Minecraft\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is a safe and familiar place to converse, compete, collaborate and, best of all, create.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Ring Fit Adventure and Just Dance\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Finally, physical exercise is a cornerstone of wellbeing, and games can help with that too. There is no end to online fitness videos but, let’s face it, sometimes the motivation just isn’t there. Some may be more willing to build up a sweat if they have to battle monsters and clear obstacles in a dungeon. Nintendo’s \u003c/span>\u003ca href=\"https://www.nintendo.com/games/detail/ring-fit-adventure-switch/\">\u003ci>\u003cspan style=\"font-weight: 400\">Ring Fit Adventure\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, the spiritual successor to \u003c/span>\u003ca href=\"https://en.wikipedia.org/wiki/Wii_Sports\">\u003cspan style=\"font-weight: 400\">Wii Sports\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, uses motion sensors, a plastic ring peripheral and an RPG narrative to incentivize a workout. It also includes more traditional guided exercise routines. If you prefer to boogie, \u003c/span>\u003ca href=\"https://www.ubisoft.com/en-ca/game/just-dance-2020/\">\u003ci>\u003cspan style=\"font-weight: 400\">Just Dance\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> curates classic and contemporary dance hits and scores players on how well they can execute the guided moves, while co-op mode allows for dance offs and collaborative routines.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=ClIanDEQSyk\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dutch historian John Huizinga believed that games are magic circles whose self-contained rules and protocols separate them apart from the real word. Today, it might be more applicable to think of games as magic networks rather than circles, meaningfully connecting people far and wide through designed experiences, and offering a refuge from our refuge. A wayward Danish prince who was also trapped at home once said, “I could be bounded in a nutshell, and count myself a king of infinite space.” With a little help from modern technology, so can we.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Players of these games can draw comfort from bridging distance through online collaboration, traveling the virtual world, sharing struggles, or getting a daily fitness fix, all without having to step outside.","status":"publish","parent":0,"modified":1587741499,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":1587},"headData":{"title":"10 Comfort Games That Encourage Kindness, Community and Well-Being | KQED","description":"Players of these games can draw comfort from bridging distance through online collaboration, traveling the virtual world, sharing struggles, or getting a daily fitness fix, all without having to step outside.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"10 Comfort Games That Encourage Kindness, Community and Well-Being","datePublished":"2020-04-22T09:02:22.000Z","dateModified":"2020-04-24T15:18:19.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"55771 https://ww2.kqed.org/mindshift/?p=55771","disqusUrl":"https://ww2.kqed.org/mindshift/2020/04/22/10-comfort-games-that-encourage-kindness-community-and-well-being/","disqusTitle":"10 Comfort Games That Encourage Kindness, Community and Well-Being","path":"/mindshift/55771/10-comfort-games-that-encourage-kindness-community-and-well-being","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In the world’s first history book, Herodotus recounts how the ancient Lydians faced a prolonged period of food scarcity. Months passed without relief and despair set in, spurring the desperate Lydians to implement an unusual solution. Life was organized according to a two-day schedule, where they fasted on the first day and played games to distract from hunger, while on the second day they ate and abstained from play. Herodotus writes that the people lived according to this pattern for eighteen years, survived the famine, and invented some of the games that we enjoy today.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Three thousand years later, we stand to learn much from the Lydians. Games might be a timely balm as we grapple with our own social crisis. French philosopher David Émile Durkeim believed that games are a cornerstone of human bonding, while their power to absorb and distract helps ease our thoughts from the troubles at hand. Also, digital games can simulate vast navigable virtual spaces, an attractive commodity when access to real world space is restricted. But, unlike the Lydians, we already have tens of thousands of games ready to go, many of which have been designed to dissolve physical distance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As we adjust to a prolonged sojourn in the great indoors, the games included here may help ease the burden of confinement. Players can draw comfort from bridging distance through online collaboration, traveling the virtual world, sharing struggles, or getting a daily fitness fix, all without having to step outside.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Kind Words\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"http://popcannibal.com/kindwords/\">\u003ci>\u003cspan style=\"font-weight: 400\">Kind Words\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">’ core mechanic is meaningful human contact. Players can anonymously write short letters to share their struggles or respond to others with supportive words. After the tutorial, all letters and responses are produced by real people. This little game with a big heart seems ideally suited to our current circumstances as it transcends space with its anonymous virtual network that encourages positive interactions, mutual comfort and support. It’s also a fun way for kids to exercise reading, writing and \u003ca href=\"https://www.kqed.org/mindshift/54853/why-its-imperative-we-all-learn-to-be-emotion-scientists\">emotional intelligence\u003c/a> through empathetic engagements. Not surprisingly, many recent letters address social distancing issues which grant ample opportunity to connect on the foundation of shared experience.\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/wnJ2sRTkZo8'\n title='//www.youtube.com/embed/wnJ2sRTkZo8'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch2>\u003cb>Journey\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Doesn’t it feel like a good time for a mystical pilgrimage across the desert? \u003c/span>\u003ca href=\"https://thatgamecompany.com/journey/\">\u003ci>\u003cspan style=\"font-weight: 400\">Journey\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a striking work of video game art where a player traverses a surreal desert landscape as they make their way to a distant mountain. The soothing soundtrack, austere expanses and calming rhythm of play are a powerful antidote to the doldrums of social isolation. The best part is that you are not alone. At every level, one might encounter another anonymous player with whom they can exchange magic scarves and form a temporary alliance. Communication is limited to avatar motion and nonverbal chimes or “pings.” Strangely, these \u003c/span>\u003ca href=\"https://www.eurogamer.net/articles/2018-07-08-how-journey-only-truly-made-sense-when-almost-everything-had-been-cut\">\u003cspan style=\"font-weight: 400\">constraints deepen the emotional connection\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> between players as it impedes potentially toxic behavior. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Journey\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is a powerful metaphor that binds inward and outward voyages, but perhaps the most relevant message it delivers is its persistent reminder that less is more.\u003c/span>\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>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/bkL94nKSd2M'\n title='//www.youtube.com/embed/bkL94nKSd2M'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch2>\u003cb>Stardew Valley \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The pastoral life calls in \u003c/span>\u003ca href=\"https://www.stardewvalley.net/\">\u003ci>\u003cspan style=\"font-weight: 400\">Stardew Valley\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, where you’re an urban office worker who inherits an abandoned plot of land from your grandfather. Fed-up with the city grind, you decide to take the plunge and start a new life in Pelican Town, an idyllic 16-bit farming community. Soon, you’re clearing land, managing crops, monitoring your sleep cycles, visiting the general store, socializing with the townsfolk and exploring the surrounding countryside. The surprise hit of 2016 is a refreshing tend-and-befriend game with throwback graphics and diverse tasks that will keep you blissfully occupied for hours. You can also farm with friends: there’s a \u003c/span>\u003ca href=\"https://www.gamesradar.com/stardew-valley-co-op-multiplayer-how-to/\">\u003cspan style=\"font-weight: 400\">multiplayer co-op\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> version that lets up to four players work together, share an income and even tie the knot. \u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/ot7uXNQskhs'\n title='//www.youtube.com/embed/ot7uXNQskhs'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch2>\u003cb>Animal Crossing: New Horizon\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fresh off the press, \u003c/span>\u003ca href=\"https://www.nintendo.com/games/detail/animal-crossing-new-horizons-switch/\">\u003cspan style=\"font-weight: 400\">\u003cem>Animal Crossing: New Horizons\u003c/em>\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is the latest installment of the enduring life simulation franchise where players explore a cartoony paradiscal island and build a thriving community of cutesy animal citizens. The open-ended sim is a highly customizable sandbox where players build, collect, craft, grow, fish, trade, play and socialize. Time on the island is tied to the real world clock, the weather is in flux and the flora and fauna change according to the seasons. Four can collaborate on the same system and up to eight online players can meet to work and play on the island.\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/_3YNL0OWio0'\n title='//www.youtube.com/embed/_3YNL0OWio0'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch2>\u003cb>GeoGuessr\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While we await regularly scheduled flights to resume, \u003c/span>\u003ca href=\"https://www.geoguessr.com/\">\u003ci>\u003cspan style=\"font-weight: 400\">GeoGuessr\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> lets us explore the world from the comfort of home. It leverages Google Maps and Street View technology to drop you somewhere on the globe to wander around searching for clues to determine your location. Street signs, landscapes, flora, fauna, company logos, store signs and architecture all provide clues to help you figure out whether you’ve been beamed to the heart of Mongolia or deposited in downtown Nairobi. There are diverse challenges available and those who aren’t ready to go global can choose to materialize at landmarks, specific countries, or U.S. capitals. Once you’ve satisfied your wanderlust, hand it over to the kids for an entertaining boost to their geographic knowledge and critical thinking skills.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Outer Wilds\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">After you’ve exhausted your virtual tour of the world, you might consider heading off planet to the \u003c/span>\u003ca href=\"https://www.mobiusdigitalgames.com/outer-wilds.html\">\u003ci>\u003cspan style=\"font-weight: 400\">Outer Wilds\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">. The recent winner of BAFTA’s Best Game of 2020 award is sci-fi on the surface, but \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Outer Wilds\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is a gentle, carefully crafted masterpiece that rewards careful exploration. This time, you’re a rookie alien astronaut caught in a 22-minute time loop that always ends with a massive supernova, blackout and you wake up at the campfire starting position again. Rinse, but not quite repeat, as every churn of the \u003c/span>\u003ca href=\"https://www.imdb.com/title/tt0107048/\">\u003ci>\u003cspan style=\"font-weight: 400\">Groundhog Day\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> cycle reveals a new piece of the puzzle as you learn why you are trapped in the loop. It is ultimately a story about community and connection that caused \u003c/span>\u003ca href=\"https://www.polygon.com/2019/12/13/21011871/outer-wilds-goty-best-games-of-the-year\">\u003cspan style=\"font-weight: 400\">one reviewer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to confess that \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">“Outer Wilds\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">’\u003c/span> \u003cspan style=\"font-weight: 400\">final revelations left a mark that will be on my soul...one that pulls at me every time I hear its simple, enthralling theme music.” \u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/d6LGnVCL1_A'\n title='//www.youtube.com/embed/d6LGnVCL1_A'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch2>\u003cb>Dungeons & Dragons\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In case you didn’t notice, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Dungeons & Dragons\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is back and bigger than ever. The iconic sword and sorcery tabletop role-playing game (RPG) with the eccentric dice has enjoyed a massive resurgence as an embodied alternative to online socialization. Besides its mainstream popularity, educators, therapists and parents have leveraged \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">D&D\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to encourage \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51787/leveraging-the-lore-of-dungeons-and-dragons-to-motivate-students-to-read-and-write\">\u003cspan style=\"font-weight: 400\">literacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51790/how-dungeons-dragons-primes-students-for-interdisciplinary-learning-including-stem\">\u003cspan style=\"font-weight: 400\">STEM\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51784/how-dungeons-dragons-can-help-kids-develop-social-emotional-learning-skills\">\u003cspan style=\"font-weight: 400\">social and emotional wellbeing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The pen-and-paper game was designed to be played around a table; however, it takes more than a lockdown to subdue. Wizards of the Coast curates a wealth of \u003c/span>\u003ca href=\"https://dnd.wizards.com/articles/remote\">\u003cspan style=\"font-weight: 400\">free tools and resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to help transition your \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">D&D\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> campaign online, and Polygon offers \u003c/span>\u003ca href=\"https://www.polygon.com/2020/3/17/21182538/how-to-play-dungeons-dragons-pen-and-paper-games-online-virtual-tabletop-coronavirus\">\u003cspan style=\"font-weight: 400\">a guide\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to help make the shift with other RPGs. Roleplay is cathartic, and tabletop RPGs are ultimately collaborative storytelling experiences, a fundamental human impulse to strengthen social cohesion.\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/2PEt5RdNHNw'\n title='//www.youtube.com/embed/2PEt5RdNHNw'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch2>\u003cb>Minecraft\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.minecraft.net/en-us/\">\u003ci>\u003cspan style=\"font-weight: 400\">Minecraft\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> is in a category all its own, and a mainstay of every video game list ever. It’s the second best selling title of all time, the commercial video game most widely used \u003c/span>\u003ca href=\"https://education.minecraft.net/\">\u003cspan style=\"font-weight: 400\">in education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and it remains enormously popular with players of all ages. Blockish avatars explore, mine and build structures ranging from simple homes to sophisticated circuits. Geographically distanced friends can collaborate on projects, and it’s even possible \u003c/span>\u003ca href=\"https://www.businessinsider.com/virtual-computers-built-inside-minecraft-2015-2\">\u003cspan style=\"font-weight: 400\">to build a computer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://blog.connectedcamps.com/creative-minecraft-theater/\">\u003cspan style=\"font-weight: 400\">stage a live performance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the virtual world. For tens of millions of youth (and adults) around the world, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Minecraft\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is a safe and familiar place to converse, compete, collaborate and, best of all, create.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Ring Fit Adventure and Just Dance\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Finally, physical exercise is a cornerstone of wellbeing, and games can help with that too. There is no end to online fitness videos but, let’s face it, sometimes the motivation just isn’t there. Some may be more willing to build up a sweat if they have to battle monsters and clear obstacles in a dungeon. Nintendo’s \u003c/span>\u003ca href=\"https://www.nintendo.com/games/detail/ring-fit-adventure-switch/\">\u003ci>\u003cspan style=\"font-weight: 400\">Ring Fit Adventure\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, the spiritual successor to \u003c/span>\u003ca href=\"https://en.wikipedia.org/wiki/Wii_Sports\">\u003cspan style=\"font-weight: 400\">Wii Sports\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, uses motion sensors, a plastic ring peripheral and an RPG narrative to incentivize a workout. It also includes more traditional guided exercise routines. If you prefer to boogie, \u003c/span>\u003ca href=\"https://www.ubisoft.com/en-ca/game/just-dance-2020/\">\u003ci>\u003cspan style=\"font-weight: 400\">Just Dance\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> curates classic and contemporary dance hits and scores players on how well they can execute the guided moves, while co-op mode allows for dance offs and collaborative routines.\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/ClIanDEQSyk'\n title='//www.youtube.com/embed/ClIanDEQSyk'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\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>\u003cspan style=\"font-weight: 400\">Dutch historian John Huizinga believed that games are magic circles whose self-contained rules and protocols separate them apart from the real word. Today, it might be more applicable to think of games as magic networks rather than circles, meaningfully connecting people far and wide through designed experiences, and offering a refuge from our refuge. A wayward Danish prince who was also trapped at home once said, “I could be bounded in a nutshell, and count myself a king of infinite space.” With a little help from modern technology, so can we.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55771/10-comfort-games-that-encourage-kindness-community-and-well-being","authors":["11107"],"categories":["mindshift_21345","mindshift_21280"],"tags":["mindshift_21344","mindshift_21343","mindshift_20784","mindshift_1040","mindshift_548","mindshift_20655","mindshift_21106","mindshift_20865","mindshift_20661","mindshift_20774","mindshift_943","mindshift_419"],"featImg":"mindshift_55774","label":"mindshift"},"mindshift_53553":{"type":"posts","id":"mindshift_53553","meta":{"index":"posts_1591205157","site":"mindshift","id":"53553","score":null,"sort":[1580976895000]},"guestAuthors":[],"slug":"five-best-practices-teachers-can-learn-from-dungeon-masters","title":"Five Best Practices Teachers Can Learn from Dungeon Masters","publishDate":1580976895,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>“Being a good teacher is exactly like being a good Dungeon Master, but with far more pressure,” said Kade Wells, who uses \u003cem>Dungeons & Dragons\u003c/em> with his high school students. As a preservice teacher he was struck by how much lesson planning felt like preparing for a \u003cem>D&D\u003c/em> campaign and, ever since, he’s plotted his classes with a Dungeon Master’s cunning.\u003c/p>\n\u003cp>The Dungeon Master (DM) is the popular role-playing game’s chief storyteller and referee. A DM designs and administers the medieval fantasy world where a party of player-adventurers quest for loot and glory. It’s a big job: they plan and narrate the story, enforce rules, settle disputes, draft floor plans and accommodate players’ whims. Like teachers, DMs aim to guide, challenge and engage.\u003c/p>\n\u003cp>This series has looked at how \u003cem>Dungeons & Dragons\u003c/em> and similar role-playing games (RPGs) have been used for learning. Be it in classrooms or afterschool clubs, \u003cem>D&D\u003c/em> has been used to\u003ca href=\"https://www.kqed.org/mindshift/51787/leveraging-the-lore-of-dungeons-and-dragons-to-motivate-students-to-read-and-write\"> support literacy\u003c/a>, \u003ca href=\"https://www.kqed.org/mindshift/51784/how-dungeons-dragons-can-help-kids-develop-social-emotional-learning-skills\">s\u003c/a>\u003ca href=\"https://www.kqed.org/mindshift/51784/how-dungeons-dragons-can-help-kids-develop-social-emotional-learning-skills\">ocial emotional development\u003c/a>, \u003ca href=\"https://www.kqed.org/mindshift/51790/how-dungeons-dragons-primes-students-for-interdisciplinary-learning-including-stem\">interdisciplinary studies\u003c/a> and to inspire teachers to structure their \u003ca href=\"https://www.kqed.org/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games\">classes as games\u003c/a>. In all of these cases, teachers and professors channeled their inner Dungeon Master to reimagine how learning takes place in their classes and schools.\u003c/p>\n\u003cp>But what, specifically, are the Dungeon Master skills that can lead to fruitful implementations in education?\u003c/p>\n\u003cp>What follows are five DM practices that are compatible with teaching and learning objectives. Their application, whether with games or otherwise, can help make classes more fun, challenging, socially cohesive, personalized and, yes, epic.\u003c/p>\n\u003ch2>\u003cstrong>1. DESIGN FOR EXPERIENCE\u003c/strong>\u003c/h2>\n\u003cp>When it comes to preparing a successful class or planning a good game, design is king. A Dungeon Master’s focus on player-centred experiences can yield big learning dividends when applied to instructional design, which is why many educators who integrate RPGs in their practice plunder the DM’s bag of tricks for inspiration and ideas to power-up their lessons.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Sarah Roman, who uses \u003cem>D&D\u003c/em> with high school English students, draws parallels between the work of DMs and teachers.\u003c/p>\n\u003cfigure id=\"attachment_52305\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-52305 size-large\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-1020x1530.jpg\" alt=\"\" width=\"640\" height=\"960\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-1020x1530.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-768x1152.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-1180x1770.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-960x1440.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-240x360.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-375x563.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-520x780.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k.jpg 1365w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Sarah Roman teaching students how to play Dungeons & Dragons. \u003ccite>(New Jersey Education Association)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“You essentially progress with the same practices and ideas for getting a group of people to come together to work towards a common goal,” said Roman. “You set aside time to craft a campaign (lessons), put in roadblocks and problems (individual lessons), craft puzzles and dungeons that scale in difficulty (tests), all while making sure to understand the people with whom you’re working. In both cases, you become the leader and entryway to a world that they’ve never experienced.”\u003c/p>\n\u003cp>Michael Matera, who runs his middle-school \u003ca href=\"https://www.kqed.org/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games\">social studies classes as games\u003c/a> synthesizes lesson planning with game design.\u003c/p>\n\u003cp>“When you think about the central points to building a good game, they share many with the core strategies for building successful instruction,” said Matera. “By creating an experience, we as the game designers for our classroom worlds venture into their worlds as students. Our efforts to design a great game are well returned by students who will work hard within the game environment.”\u003c/p>\n\u003cp>Matera designs for experience, an approach that aligns with \u003ca href=\"http://sydney.edu.au/education_social_work/learning_teaching/ict/theory/constructivism.shtml\">constructivist learning theories\u003c/a> that maintain that students learn better by \u003cem>doing\u003c/em> rather than as passive recipients of information. Dungeon Masters only design for experience, and educators who want to do the same can tap into their extensive resource toolbox for ideas and inspiration. There are virtually endless \u003ca href=\"https://en.wikipedia.org/wiki/Dungeon_Master%27s_Guide\">guides\u003c/a>, \u003ca href=\"https://en.wikipedia.org/wiki/Dungeon_Master%27s_Design_Kit\">manuals\u003c/a>, \u003ca href=\"http://www.dndadventure.com/dnda_dm_resources.html\">sheets and tables\u003c/a>, \u003ca href=\"https://geekdad.com/2016/02/easy-dungeon-master-preparation/\">blogs\u003c/a>, \u003ca href=\"https://geekandsundry.com/7-helpful-apps-for-dungeon-masters/\">apps\u003c/a>, \u003ca href=\"http://themagictreerpg.blogspot.com/2008/10/gms-ten-commandments.html\">commandments\u003c/a>, \u003ca href=\"http://themagictreerpg.blogspot.com/2008/10/gms-ten-commandments.html\">websites\u003c/a> and even a \u003ca href=\"http://dnd.wizards.com/articles/features/dm-support-group\">support group\u003c/a> to help DMs produce exciting experiences.\u003c/p>\n\u003cp>University of Connecticut assistant professor \u003ca href=\"https://education.uconn.edu/person/stephen-slota/\">Stephen Slota\u003c/a> encourages teachers to not only pick and glean from DMs, but from the wider design universe at large, whether video games, gardening or architecture. “Don’t reinvent the wheel,” said Slota. “If a design strategy exists and has been used in another realm but not yours, repurpose it - with appropriate attribution, of course. No one will worry that it’s been done before as long as the design works.”\u003c/p>\n\u003ch2>2. WRAP IT IN A STORY\u003c/h2>\n\u003cp>Stories shape our self-perception, help us organize knowledge and make sense of a chaotic world. From the tribal campfire to Netflix binges, stories and storytelling are intimately bound with human culture and society. A story’s narrative patterns and ability to arouse emotions make them ideal memory aids, which is why \u003ca href=\"https://www.nyu.edu/faculty/teaching-and-learning-resources/strategies-for-teaching-with-tech/storytelling-teching-and-learning.html\">stories and learning have been intertwined\u003c/a> throughout human history.\u003c/p>\n\u003cp>A Dungeon Master conjures a living world through narratives, and teachers who follow suit can also make learning more meaningful and memorable. When using \u003cem>D&D\u003c/em> or other RPGs \u003ca href=\"https://www.kqed.org/mindshift/51781/hacking-the-education-narrative-with-dungeons-dragons\">in their classes\u003c/a>, or investing courses with \u003ca href=\"https://www.kqed.org/mindshift/51787/leveraging-the-lore-of-dungeons-and-dragons-to-motivate-students-to-read-and-write\">thematic narratives\u003c/a>, teachers should not only seek to \u003ca href=\"https://www.edutopia.org/blog/storytelling-in-the-classroom-matters-matthew-friday\">leverage the power of story\u003c/a>, but can also recruit students in the storytelling process.\u003c/p>\n\u003cp>Famed Dungeon Master Matthew Mercer explains, the DM’s job is not just to tell a good story, but to lead a collaborative storytelling experience. “A Dungeon Master creates and directs a story for your friends to live and play in, and working with their ideas, collaborates with them in real time to write the next chapter together,” said Mercer, the star of \u003ca href=\"https://critrole.com/shows/critical-role/\">Critical Role\u003c/a>, which streams celebrity D&D campaigns. “Consider narratives that emphasize relationship and enable them to put their skills and teamwork together to surmount a challenge and really appreciate each other.”\u003c/p>\n\u003cp>But where do these stories come from? What if the creative well is dry?\u003c/p>\n\u003cp>“Steal relentlessly,” advises \u003ca href=\"https://kotaku.com/how-to-be-a-great-dungeon-master-1766262559\">Kotaku’s\u003c/a> Tim Colwill. “Steal from TV and movies. Steal from books and comics. Steal from another D&D game you watched on Twitch. I am deadly serious and it will make you a better Dungeon Master [and teacher] if you do this.”\u003c/p>\n\u003ch2>\u003cstrong>3. OFFER CHOICE\u003c/strong>\u003c/h2>\n\u003cp>Like classrooms, games operate with rules and constraints but, within those boundaries, they afford players interactivity and choice. In fact, \u003cem>The Guardian\u003c/em>’s Keith Stuart \u003ca href=\"https://www.theguardian.com/technology/2015/oct/16/video-games-power-agency-control\">argues that choice\u003c/a> may be the single biggest factor producing enjoyment in video games. We like to feel like masters of our destiny, and meaningful choices produce a sense of control that increases the likelihood of becoming invested in an experience. The absence of choice, however, can lead to the opposite.\u003c/p>\n\u003cp>“When a DM is the only one who makes decisions, we call it railroading and it’s no fun for anyone but the DM. Games are about meaningful choices,” said Scott Price at the \u003cspan class=\"s1\">Connected Learning Summit in 2018 when he was the director of product at BrainPOP. He said it's important to \u003c/span>include agency when designing a compelling experience.\u003cspan class=\"s1\"> “Good role-playing game experiences are player-driven, individualized, adaptive, meaningful and contextualized,” he said and stressed that the qualities that make a successful game also make a great class.\u003c/span>\u003c/p>\n\u003cp>It’s not a revelation that students are engaged by choice, as it’s the magic ingredient in approaches like inquiry-based learning, project-based learning, passion projects, genius hours and learning pathways. However, to offer choice, educators must be willing to give up some control.\u003c/p>\n\u003cp>“When I finally started and let go of control and many of the anticipated outcomes, I quickly realized how the students can really drive the learning in a powerful and fun way,\" said Steve Isaacs, who offers his middle-school game design students branching quests that allow them to choose \u003ca href=\"https://www.kqed.org/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games\">personal learning paths\u003c/a>. \"Giving choice allowed me to step back and support students rather than ‘teach’.”\u003c/p>\n\u003cp>When choices and options are built into the curriculum, whether in homework, assignments, classroom roles, or even assessment, students can enjoy a more personalized and meaningful learning experience.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=2PEt5RdNHNw&feature=youtu.be\u003c/p>\n\u003ch2>\u003cstrong>4. REWARD RISK AND NORMALIZE FAILURE \u003c/strong>\u003c/h2>\n\u003cp>For a while now, the edusphere has been buzzing about the importance of inviting risks and embracing failure. In reality, many schools are competitive systems that rewards success and, especially when grades and standardized tests are involved, leave little allowance for meaningful failure.\u003c/p>\n\u003cp>Many games let players safely fail and try again, and encourage progression through risk-taking and iterative cycles of trial and error. Gamers naturally apply and practice a \u003ca href=\"http://nytimesineducation.com/spotlight/facing-failure-and-breeding-success/\">growth mindset\u003c/a> because they must constantly adjust their play tactics in response to mistakes and setbacks.\u003c/p>\n\u003cp>Using games and making classes more game-like can help educators genuinely embrace risk and failure. Michael Matera, for example, found that using\u003ca href=\"https://www.kqed.org/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games\"> RPG elements\u003c/a> cultivates a forgiving classroom culture that embraces risk-taking.\u003c/p>\n\u003cp>“I am constantly amazed at how they thrive in my risk-rich classroom environment. As these are not graded in the traditional sense students can take a risk, tackle new challenges and grow as a learners,” said Matera.“When we are empowered as learners, as gamers, we win. Maybe not the game, but the war over wisdom. We learn from our failures, and when we are empowered, are able to pick ourselves up to learn even more.”\u003c/p>\n\u003cp>It’s also important to remember that game designers don’t build risk and failure into their games to edify and educate - they just know that overcoming adversity can be a lot of fun. A prize is all the more valuable for the obstacles surpassed to attain it, so a good DM aims for the Goldilocks sweet spot between too hard and too easy, where advancement is possible but challenging. This design principle coincides with Vygotsky’s \u003ca href=\"https://www.simplypsychology.org/Zone-of-Proximal-Development.html\">zone of proximal development\u003c/a>, thus synthesizing best practices for entertainment and learning.\u003c/p>\n\u003cp>But it’s not just the students who should take risks. Using a game in a class or, even more daunting, turning a class into a game also involves risk for the instructor. What if it’s boring? What if it doesn’t work? What if they hate it? It takes moxie, but educators can grow from silencing the voices of doubt and model risk taking for their students.\u003c/p>\n\u003cp>“Just know that the students often love you and are very willing to try new things,” said Roman. “Sometimes it won’t work or you’ll have days where it seems difficult due to timing and preparedness. They’ll see that you’re putting in effort into something new and they appreciate that regardless of the outcome.”\u003c/p>\n\u003ch2>\u003cstrong>5. PROVOKE EMOTIONS\u003c/strong>\u003c/h2>\n\u003cp>The \u003ca href=\"https://www.kqed.org/mindshift/51784/how-dungeons-dragons-can-help-kids-develop-social-emotional-learning-skills\">social and emotional benefits\u003c/a> of playing \u003cem>Dungeons & Dragons\u003c/em> were addressed in an earlier installment in this series, but games can also produce memorable emotional moments within the safety of the magic circle of play.\u003c/p>\n\u003cp>Trent Hergenrader, a professor at the Rochester Institute of Technology, describes how RPGs produce powerful emotions in his creative writing classes.\u003c/p>\n\u003cp>“We reach a momentous point in the story that requires a dice roll. Every time, the room goes quiet as the player shakes the dice in their hands and then release them, clattering on the table. I swear, the whole room sucks in a breath as we all lean in to see the result and, success or failure, there’s an explosion of hooting, hollering, laughing, groaning. In those moments, no one in that room would want to be anywhere else in the world, it’s that good. And of course that energy then translates into their work,” said Hergenrader.\u003c/p>\n\u003cp>Cheers, laughter, anticipation and surprise can all help in the absorption of knowledge and may be essential ingredients to create an experience that students will never forget.\u003c/p>\n\u003ch2>\u003cstrong>The Benevolent Subversions of the Chaotic Good\u003c/strong>\u003c/h2>\n\u003cp>The educators who have experimented with \u003cem>D&D\u003c/em> in their practice are also players who have experienced the force of shaping and reshaping stories. Whether deliberately or inadvertently, they use the power learned in the realms of fantasy to hack an all too real educational narrative. In \u003cem>Dungeons & Dragons\u003c/em> parlance, their race is Human, their class is Pedagog, and their moral alignment is clearly Chaotic Good, whose description in the \u003ca href=\"http://dnd.wizards.com/products/tabletop-games/rpg-products/rpg_playershandbook\">\u003cem>Player’s Handbook\u003c/em>\u003c/a> is eerily suitable:\u003c/p>\n\u003cblockquote>\u003cp>\u003cem>A chaotic good character does what is necessary to bring about change for the better, disdains bureaucratic organizations that get in the way of social improvement, and places a high value on personal freedom, not only for oneself, but for others as well.\u003c/em>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cem>Dungeons & Dragons \u003c/em>is a salient example of an imaginative and timely intervention, but sword-and-sorcery is not for everybody. The plasticity of RPG systems allows for the implementation of any theme or setting, and students can be recruited to help design the games around a specific topic. Also, teachers are not only using RPGs in their classes, but turning their \u003ca href=\"https://www.kqed.org/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games\">classes into role-playing games\u003c/a> which further challenges the status quo of our education system.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Ultimately, whether using games, RPGs, or any other initiatives, teachers have an unprecedented opportunity to exercise and model creativity, passion, problem-solving and courage to re-author their personal and institutional narratives. Armed with these mildly subversive but benevolent grassroots interventions they can rewrite the story of student, teacher and school as a legendary epic for the ages, and perhaps save the world along the way.\u003c/p>\n\n","blocks":[],"excerpt":"Being a great Dungeons & Dragons Dungeon Master has a lot of parallels to being a great teacher. That's why the role-playing game can be an effective teaching tool in the classroom.","status":"publish","parent":0,"modified":1581103181,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":39,"wordCount":2232},"headData":{"title":"Five Best Practices Teachers Can Learn from Dungeon Masters |","description":"Being a great Dungeons & Dragons Dungeon Master has a lot of parallels to being a great teacher. That's why the role-playing game can be an effective teaching tool in the classroom.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Five Best Practices Teachers Can Learn from Dungeon Masters","datePublished":"2020-02-06T08:14:55.000Z","dateModified":"2020-02-07T19:19:41.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"53553 https://ww2.kqed.org/mindshift/?p=53553","disqusUrl":"https://ww2.kqed.org/mindshift/2020/02/06/five-best-practices-teachers-can-learn-from-dungeon-masters/","disqusTitle":"Five Best Practices Teachers Can Learn from Dungeon Masters","path":"/mindshift/53553/five-best-practices-teachers-can-learn-from-dungeon-masters","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>“Being a good teacher is exactly like being a good Dungeon Master, but with far more pressure,” said Kade Wells, who uses \u003cem>Dungeons & Dragons\u003c/em> with his high school students. As a preservice teacher he was struck by how much lesson planning felt like preparing for a \u003cem>D&D\u003c/em> campaign and, ever since, he’s plotted his classes with a Dungeon Master’s cunning.\u003c/p>\n\u003cp>The Dungeon Master (DM) is the popular role-playing game’s chief storyteller and referee. A DM designs and administers the medieval fantasy world where a party of player-adventurers quest for loot and glory. It’s a big job: they plan and narrate the story, enforce rules, settle disputes, draft floor plans and accommodate players’ whims. Like teachers, DMs aim to guide, challenge and engage.\u003c/p>\n\u003cp>This series has looked at how \u003cem>Dungeons & Dragons\u003c/em> and similar role-playing games (RPGs) have been used for learning. Be it in classrooms or afterschool clubs, \u003cem>D&D\u003c/em> has been used to\u003ca href=\"https://www.kqed.org/mindshift/51787/leveraging-the-lore-of-dungeons-and-dragons-to-motivate-students-to-read-and-write\"> support literacy\u003c/a>, \u003ca href=\"https://www.kqed.org/mindshift/51784/how-dungeons-dragons-can-help-kids-develop-social-emotional-learning-skills\">s\u003c/a>\u003ca href=\"https://www.kqed.org/mindshift/51784/how-dungeons-dragons-can-help-kids-develop-social-emotional-learning-skills\">ocial emotional development\u003c/a>, \u003ca href=\"https://www.kqed.org/mindshift/51790/how-dungeons-dragons-primes-students-for-interdisciplinary-learning-including-stem\">interdisciplinary studies\u003c/a> and to inspire teachers to structure their \u003ca href=\"https://www.kqed.org/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games\">classes as games\u003c/a>. In all of these cases, teachers and professors channeled their inner Dungeon Master to reimagine how learning takes place in their classes and schools.\u003c/p>\n\u003cp>But what, specifically, are the Dungeon Master skills that can lead to fruitful implementations in education?\u003c/p>\n\u003cp>What follows are five DM practices that are compatible with teaching and learning objectives. Their application, whether with games or otherwise, can help make classes more fun, challenging, socially cohesive, personalized and, yes, epic.\u003c/p>\n\u003ch2>\u003cstrong>1. DESIGN FOR EXPERIENCE\u003c/strong>\u003c/h2>\n\u003cp>When it comes to preparing a successful class or planning a good game, design is king. A Dungeon Master’s focus on player-centred experiences can yield big learning dividends when applied to instructional design, which is why many educators who integrate RPGs in their practice plunder the DM’s bag of tricks for inspiration and ideas to power-up their lessons.\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>Sarah Roman, who uses \u003cem>D&D\u003c/em> with high school English students, draws parallels between the work of DMs and teachers.\u003c/p>\n\u003cfigure id=\"attachment_52305\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-52305 size-large\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-1020x1530.jpg\" alt=\"\" width=\"640\" height=\"960\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-1020x1530.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-768x1152.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-1180x1770.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-960x1440.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-240x360.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-375x563.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-520x780.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k.jpg 1365w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Sarah Roman teaching students how to play Dungeons & Dragons. \u003ccite>(New Jersey Education Association)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“You essentially progress with the same practices and ideas for getting a group of people to come together to work towards a common goal,” said Roman. “You set aside time to craft a campaign (lessons), put in roadblocks and problems (individual lessons), craft puzzles and dungeons that scale in difficulty (tests), all while making sure to understand the people with whom you’re working. In both cases, you become the leader and entryway to a world that they’ve never experienced.”\u003c/p>\n\u003cp>Michael Matera, who runs his middle-school \u003ca href=\"https://www.kqed.org/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games\">social studies classes as games\u003c/a> synthesizes lesson planning with game design.\u003c/p>\n\u003cp>“When you think about the central points to building a good game, they share many with the core strategies for building successful instruction,” said Matera. “By creating an experience, we as the game designers for our classroom worlds venture into their worlds as students. Our efforts to design a great game are well returned by students who will work hard within the game environment.”\u003c/p>\n\u003cp>Matera designs for experience, an approach that aligns with \u003ca href=\"http://sydney.edu.au/education_social_work/learning_teaching/ict/theory/constructivism.shtml\">constructivist learning theories\u003c/a> that maintain that students learn better by \u003cem>doing\u003c/em> rather than as passive recipients of information. Dungeon Masters only design for experience, and educators who want to do the same can tap into their extensive resource toolbox for ideas and inspiration. There are virtually endless \u003ca href=\"https://en.wikipedia.org/wiki/Dungeon_Master%27s_Guide\">guides\u003c/a>, \u003ca href=\"https://en.wikipedia.org/wiki/Dungeon_Master%27s_Design_Kit\">manuals\u003c/a>, \u003ca href=\"http://www.dndadventure.com/dnda_dm_resources.html\">sheets and tables\u003c/a>, \u003ca href=\"https://geekdad.com/2016/02/easy-dungeon-master-preparation/\">blogs\u003c/a>, \u003ca href=\"https://geekandsundry.com/7-helpful-apps-for-dungeon-masters/\">apps\u003c/a>, \u003ca href=\"http://themagictreerpg.blogspot.com/2008/10/gms-ten-commandments.html\">commandments\u003c/a>, \u003ca href=\"http://themagictreerpg.blogspot.com/2008/10/gms-ten-commandments.html\">websites\u003c/a> and even a \u003ca href=\"http://dnd.wizards.com/articles/features/dm-support-group\">support group\u003c/a> to help DMs produce exciting experiences.\u003c/p>\n\u003cp>University of Connecticut assistant professor \u003ca href=\"https://education.uconn.edu/person/stephen-slota/\">Stephen Slota\u003c/a> encourages teachers to not only pick and glean from DMs, but from the wider design universe at large, whether video games, gardening or architecture. “Don’t reinvent the wheel,” said Slota. “If a design strategy exists and has been used in another realm but not yours, repurpose it - with appropriate attribution, of course. No one will worry that it’s been done before as long as the design works.”\u003c/p>\n\u003ch2>2. WRAP IT IN A STORY\u003c/h2>\n\u003cp>Stories shape our self-perception, help us organize knowledge and make sense of a chaotic world. From the tribal campfire to Netflix binges, stories and storytelling are intimately bound with human culture and society. A story’s narrative patterns and ability to arouse emotions make them ideal memory aids, which is why \u003ca href=\"https://www.nyu.edu/faculty/teaching-and-learning-resources/strategies-for-teaching-with-tech/storytelling-teching-and-learning.html\">stories and learning have been intertwined\u003c/a> throughout human history.\u003c/p>\n\u003cp>A Dungeon Master conjures a living world through narratives, and teachers who follow suit can also make learning more meaningful and memorable. When using \u003cem>D&D\u003c/em> or other RPGs \u003ca href=\"https://www.kqed.org/mindshift/51781/hacking-the-education-narrative-with-dungeons-dragons\">in their classes\u003c/a>, or investing courses with \u003ca href=\"https://www.kqed.org/mindshift/51787/leveraging-the-lore-of-dungeons-and-dragons-to-motivate-students-to-read-and-write\">thematic narratives\u003c/a>, teachers should not only seek to \u003ca href=\"https://www.edutopia.org/blog/storytelling-in-the-classroom-matters-matthew-friday\">leverage the power of story\u003c/a>, but can also recruit students in the storytelling process.\u003c/p>\n\u003cp>Famed Dungeon Master Matthew Mercer explains, the DM’s job is not just to tell a good story, but to lead a collaborative storytelling experience. “A Dungeon Master creates and directs a story for your friends to live and play in, and working with their ideas, collaborates with them in real time to write the next chapter together,” said Mercer, the star of \u003ca href=\"https://critrole.com/shows/critical-role/\">Critical Role\u003c/a>, which streams celebrity D&D campaigns. “Consider narratives that emphasize relationship and enable them to put their skills and teamwork together to surmount a challenge and really appreciate each other.”\u003c/p>\n\u003cp>But where do these stories come from? What if the creative well is dry?\u003c/p>\n\u003cp>“Steal relentlessly,” advises \u003ca href=\"https://kotaku.com/how-to-be-a-great-dungeon-master-1766262559\">Kotaku’s\u003c/a> Tim Colwill. “Steal from TV and movies. Steal from books and comics. Steal from another D&D game you watched on Twitch. I am deadly serious and it will make you a better Dungeon Master [and teacher] if you do this.”\u003c/p>\n\u003ch2>\u003cstrong>3. OFFER CHOICE\u003c/strong>\u003c/h2>\n\u003cp>Like classrooms, games operate with rules and constraints but, within those boundaries, they afford players interactivity and choice. In fact, \u003cem>The Guardian\u003c/em>’s Keith Stuart \u003ca href=\"https://www.theguardian.com/technology/2015/oct/16/video-games-power-agency-control\">argues that choice\u003c/a> may be the single biggest factor producing enjoyment in video games. We like to feel like masters of our destiny, and meaningful choices produce a sense of control that increases the likelihood of becoming invested in an experience. The absence of choice, however, can lead to the opposite.\u003c/p>\n\u003cp>“When a DM is the only one who makes decisions, we call it railroading and it’s no fun for anyone but the DM. Games are about meaningful choices,” said Scott Price at the \u003cspan class=\"s1\">Connected Learning Summit in 2018 when he was the director of product at BrainPOP. He said it's important to \u003c/span>include agency when designing a compelling experience.\u003cspan class=\"s1\"> “Good role-playing game experiences are player-driven, individualized, adaptive, meaningful and contextualized,” he said and stressed that the qualities that make a successful game also make a great class.\u003c/span>\u003c/p>\n\u003cp>It’s not a revelation that students are engaged by choice, as it’s the magic ingredient in approaches like inquiry-based learning, project-based learning, passion projects, genius hours and learning pathways. However, to offer choice, educators must be willing to give up some control.\u003c/p>\n\u003cp>“When I finally started and let go of control and many of the anticipated outcomes, I quickly realized how the students can really drive the learning in a powerful and fun way,\" said Steve Isaacs, who offers his middle-school game design students branching quests that allow them to choose \u003ca href=\"https://www.kqed.org/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games\">personal learning paths\u003c/a>. \"Giving choice allowed me to step back and support students rather than ‘teach’.”\u003c/p>\n\u003cp>When choices and options are built into the curriculum, whether in homework, assignments, classroom roles, or even assessment, students can enjoy a more personalized and meaningful learning experience.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/2PEt5RdNHNw'\n title='//www.youtube.com/embed/2PEt5RdNHNw'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch2>\u003cstrong>4. REWARD RISK AND NORMALIZE FAILURE \u003c/strong>\u003c/h2>\n\u003cp>For a while now, the edusphere has been buzzing about the importance of inviting risks and embracing failure. In reality, many schools are competitive systems that rewards success and, especially when grades and standardized tests are involved, leave little allowance for meaningful failure.\u003c/p>\n\u003cp>Many games let players safely fail and try again, and encourage progression through risk-taking and iterative cycles of trial and error. Gamers naturally apply and practice a \u003ca href=\"http://nytimesineducation.com/spotlight/facing-failure-and-breeding-success/\">growth mindset\u003c/a> because they must constantly adjust their play tactics in response to mistakes and setbacks.\u003c/p>\n\u003cp>Using games and making classes more game-like can help educators genuinely embrace risk and failure. Michael Matera, for example, found that using\u003ca href=\"https://www.kqed.org/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games\"> RPG elements\u003c/a> cultivates a forgiving classroom culture that embraces risk-taking.\u003c/p>\n\u003cp>“I am constantly amazed at how they thrive in my risk-rich classroom environment. As these are not graded in the traditional sense students can take a risk, tackle new challenges and grow as a learners,” said Matera.“When we are empowered as learners, as gamers, we win. Maybe not the game, but the war over wisdom. We learn from our failures, and when we are empowered, are able to pick ourselves up to learn even more.”\u003c/p>\n\u003cp>It’s also important to remember that game designers don’t build risk and failure into their games to edify and educate - they just know that overcoming adversity can be a lot of fun. A prize is all the more valuable for the obstacles surpassed to attain it, so a good DM aims for the Goldilocks sweet spot between too hard and too easy, where advancement is possible but challenging. This design principle coincides with Vygotsky’s \u003ca href=\"https://www.simplypsychology.org/Zone-of-Proximal-Development.html\">zone of proximal development\u003c/a>, thus synthesizing best practices for entertainment and learning.\u003c/p>\n\u003cp>But it’s not just the students who should take risks. Using a game in a class or, even more daunting, turning a class into a game also involves risk for the instructor. What if it’s boring? What if it doesn’t work? What if they hate it? It takes moxie, but educators can grow from silencing the voices of doubt and model risk taking for their students.\u003c/p>\n\u003cp>“Just know that the students often love you and are very willing to try new things,” said Roman. “Sometimes it won’t work or you’ll have days where it seems difficult due to timing and preparedness. They’ll see that you’re putting in effort into something new and they appreciate that regardless of the outcome.”\u003c/p>\n\u003ch2>\u003cstrong>5. PROVOKE EMOTIONS\u003c/strong>\u003c/h2>\n\u003cp>The \u003ca href=\"https://www.kqed.org/mindshift/51784/how-dungeons-dragons-can-help-kids-develop-social-emotional-learning-skills\">social and emotional benefits\u003c/a> of playing \u003cem>Dungeons & Dragons\u003c/em> were addressed in an earlier installment in this series, but games can also produce memorable emotional moments within the safety of the magic circle of play.\u003c/p>\n\u003cp>Trent Hergenrader, a professor at the Rochester Institute of Technology, describes how RPGs produce powerful emotions in his creative writing classes.\u003c/p>\n\u003cp>“We reach a momentous point in the story that requires a dice roll. Every time, the room goes quiet as the player shakes the dice in their hands and then release them, clattering on the table. I swear, the whole room sucks in a breath as we all lean in to see the result and, success or failure, there’s an explosion of hooting, hollering, laughing, groaning. In those moments, no one in that room would want to be anywhere else in the world, it’s that good. And of course that energy then translates into their work,” said Hergenrader.\u003c/p>\n\u003cp>Cheers, laughter, anticipation and surprise can all help in the absorption of knowledge and may be essential ingredients to create an experience that students will never forget.\u003c/p>\n\u003ch2>\u003cstrong>The Benevolent Subversions of the Chaotic Good\u003c/strong>\u003c/h2>\n\u003cp>The educators who have experimented with \u003cem>D&D\u003c/em> in their practice are also players who have experienced the force of shaping and reshaping stories. Whether deliberately or inadvertently, they use the power learned in the realms of fantasy to hack an all too real educational narrative. In \u003cem>Dungeons & Dragons\u003c/em> parlance, their race is Human, their class is Pedagog, and their moral alignment is clearly Chaotic Good, whose description in the \u003ca href=\"http://dnd.wizards.com/products/tabletop-games/rpg-products/rpg_playershandbook\">\u003cem>Player’s Handbook\u003c/em>\u003c/a> is eerily suitable:\u003c/p>\n\u003cblockquote>\u003cp>\u003cem>A chaotic good character does what is necessary to bring about change for the better, disdains bureaucratic organizations that get in the way of social improvement, and places a high value on personal freedom, not only for oneself, but for others as well.\u003c/em>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cem>Dungeons & Dragons \u003c/em>is a salient example of an imaginative and timely intervention, but sword-and-sorcery is not for everybody. The plasticity of RPG systems allows for the implementation of any theme or setting, and students can be recruited to help design the games around a specific topic. Also, teachers are not only using RPGs in their classes, but turning their \u003ca href=\"https://www.kqed.org/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games\">classes into role-playing games\u003c/a> which further challenges the status quo of our education system.\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>Ultimately, whether using games, RPGs, or any other initiatives, teachers have an unprecedented opportunity to exercise and model creativity, passion, problem-solving and courage to re-author their personal and institutional narratives. Armed with these mildly subversive but benevolent grassroots interventions they can rewrite the story of student, teacher and school as a legendary epic for the ages, and perhaps save the world along the way.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53553/five-best-practices-teachers-can-learn-from-dungeon-masters","authors":["11107"],"categories":["mindshift_193"],"tags":["mindshift_21211","mindshift_20784","mindshift_1040","mindshift_20790","mindshift_20774","mindshift_943","mindshift_21166","mindshift_20931"],"featImg":"mindshift_55281","label":"mindshift"},"mindshift_51784":{"type":"posts","id":"mindshift_51784","meta":{"index":"posts_1591205157","site":"mindshift","id":"51784","score":null,"sort":[1557731110000]},"guestAuthors":[],"slug":"how-dungeons-dragons-can-help-kids-develop-social-emotional-learning-skills","title":"How Dungeons & Dragons Can Help Kids Develop Social-Emotional Learning Skills","publishDate":1557731110,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>For many of the kids who arrive at \u003ca href=\"http://www.lihighschool.org/\">LiHigh School\u003c/a> in Vermont, it’s their last chance at school. They have serious behavioral challenges that are difficult to address in traditional settings. LiHigh is a \u003ca href=\"https://www.kqed.org/mindshift/40184/can-self-directed-learning-work-for-underprivileged-children\">democratic school\u003c/a> and emphasizes a therapeutic approach to student learning. It also uses a variety of personal learning strategies to develop curriculum around the students’ passions and interests, including the tabletop role-playing game (RPG), \u003cem>Dungeons & Dragons\u003c/em>. A few years ago one of Kyle Callahan’s students with autism asked if the game could be played in class, and it has since become a cornerstone of the school’s program.\u003c/p>\n\u003cp>“Without a doubt, \u003cem>D&D \u003c/em>has been one of the most successful classes we’ve offered at LiHigh School,\" said Callahan. \"Students love it; staff love it; and it genuinely helps the students achieve their social-emotional goals.”\u003c/p>\n\u003cp>\u003cstrong>Join the Party\u003c/strong>\u003c/p>\n\u003cp>\u003cem>Dungeons & Dragons\u003c/em> is a fundamentally social experience. A team of adventurers, known as a party, are immersed in a pseudo-medieval world of sword-and-sorcery run by the Dungeon Master (“DM” for short), who narrates setting and events and adapts the emerging game to the players’ free actions and decisions. The world of the game is orally constructed and conjured in the imagination with the help of rule books, reference guides, charts, multifaceted dice and maps.\u003c/p>\n\u003cp>Rather than compete, players work together to coordinate their complementary skill sets to problem-solve and overcome diverse challenges. Their co-dependence translates into a sense of belonging and genuine social cohesion.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=2PEt5RdNHNw\u003c/p>\n\u003cp>\"Cooperative games are on the rise right now as I think people are tired of strict competition in every game they play. \u003cem>D&D\u003c/em> is the original cooperative game,” said Dr. Ian Slater, who teaches at York University in Toronto and runs Black Dragon Games, a company that trains novice players and organizes \u003cem>Dungeons & Dragon\u003c/em> campaigns for schools and private events.\u003c/p>\n\u003cp>“\u003cem>D&D\u003c/em> is a class-based system in the sense that your set of usable in-game skills is determined entirely by your class. Since the classes are based on archetypes (e.g. the knight, the wizard, the thief and the priest), the skills vary. As adventuring occurs in a dangerous and dynamic environment where all those skills are needed, for the most part, if you don’t cooperate you die,” said Slater.\u003c/p>\n\u003cp>Callahan claims that while his students play, they collaborate with their classmates, are relieved of loneliness and are granted a safe haven from difficult home lives.\u003c/p>\n\u003cp>“They develop real relationships with the players at the table, and while they can still get annoyed or frustrated with one another to the point where their disorders will sometimes come out, more often than not, they connect with and support one another, sometimes with a kind word and other times with a perfectly placed fireball,” said Callahan.\u003c/p>\n\u003cp>In addition to encouraging students to work together and form social bonds, Callahan and other educators who use \u003cem>Dungeons & Dragons\u003c/em> and similar role-playing games claim that their students acquire and practice a broad range of social and emotional skills.\u003c/p>\n\u003cp>But how does battling a spike-hurling Manticore with an enchanted two-handed axe contribute to a person’s emotional well-being?\u003c/p>\n\u003cfigure id=\"attachment_53558\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-53558 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/05/DnD-Sarah-Roman-e1557527352420.png\" alt=\"\" width=\"1920\" height=\"1328\">\u003cfigcaption class=\"wp-caption-text\">Sarah Roman's students at Raritan High School learn how to play Dungeons & Dragons. (Courtesy of Sarah Roman) \u003ccite>(Courtesy of Sarah Roman)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Real-World Fantasy\u003c/strong>\u003c/p>\n\u003cp>Social-emotional learning (SEL) has become a hot topic in education discourse as \u003ca href=\"https://casel.org/impact/\">a growing body of evidence\u003c/a> finds that self-confidence, self-control, social and self-awareness, empathy and a sense of well-being are predictive of academic success. More importantly, the cultivation of these qualities generally leads to happier and more fulfilling lives. If this is the case, then the traditional educational emphasis on academics to the neglect of SEL seems to be a clear case of placing the cart squarely ahead of the horse.\u003c/p>\n\u003cp>Brian Foglia is the founder of \u003ca href=\"http://www.southjerseysudburyschool.org/\">South Jersey Sudbury School\u003c/a>, which pursues a vision of fostering a non-hierarchical educational community where students design their own curriculum and learn through exploration and play. The school’s student-centered philosophy emphasizes conflict resolution, empathy, self-regulation and open interpersonal communication. Foglia found that including \u003cem>Dungeons & Dragons\u003c/em> in the curriculum has fit well with the school’s emphasis on SEL.\u003c/p>\n\u003cp>“The ability to imagine, design and role-play a character who has a background from an imaginary universe with its own rule context is immensely sophisticated,\" said Foglia. \"Practicing this confers many emotional benefits, including increased empathy skills, negotiation, problem-solving, teamwork and social maneuvering. These are all immensely valuable skills in the adult world, as well as for children.\"\u003c/p>\n\u003cp>https://twitter.com/VoiceOfOBrien/status/1037363232569057282\u003c/p>\n\u003cp>Despite its outward appearance as a frivolous escape from reality, the fantasy genre has profound metaphorical correspondences to the real world. Tolkien’s influential \u003cem>Lord of the Rings\u003c/em>, for example, has been interpreted as symbolically capturing the \u003ca href=\"http://www.bbc.co.uk/guides/zgr9kqt\">horrors he experienced as a soldier in World War I\u003c/a>, as an \u003ca href=\"http://www.theimaginativeconservative.org/2016/05/lord-of-the-rings-allegory.html\">allegory of power\u003c/a>, and as an \u003ca href=\"https://www.telegraph.co.uk/culture/film/film-news/9737923/The-Hobbits-Andy-Serkis-Gollum-is-based-on-addiction.html\">exploration of addiction\u003c/a>. The enchanted settings are veiled representations of universal human experiences and emotional truths.\u003c/p>\n\u003cp>Paradoxically, for kids, the fantasy genre can be both an escape from reality while simultaneously providing an indirect commentary on everyday life. Bullies become dragons, malevolent gods are the feared adults in their lives, and a labyrinthine dungeon filled with puzzles and ghouls become a metaphor for school The fantasy world is sufficiently removed from reality that kids are empowered to tackle difficult subjects at a safe emotional distance. Confronting these challenges, even within the symbolic realm of sword-and-sorcery, may help provide scaffolding to improve emotional awareness and help players operate more confidently in the real world.\u003c/p>\n\u003cp>“I have seen the quietest student in class become the biggest voice at the gaming table. It is heartwarming to watch these students’ confidence grow to such a degree from a game, and a great triumph to see them carry that over into the classroom,” said Houston-area teacher \u003ca href=\"https://www.kqed.org/mindshift/51781/hacking-the-education-narrative-with-dungeons-dragons\">Kade Wells\u003c/a>.\u003c/p>\n\u003cp>A cursory Google search yields pages of stories from adults who credit \u003cem>D&D\u003c/em> for making them more \u003ca href=\"https://ideas.ted.com/how-playing-dungeons-dragons-has-helped-me-be-more-connected-creative-and-compassionate/\">caring and compassionate\u003c/a>, \u003ca href=\"https://thewalrus.ca/send-the-barbarian-in-first/\">better parents\u003c/a>, and even \u003ca href=\"https://www.huffingtonpost.com/levi-a-miles/how-dungeons-dragons-saved-life_b_4735303.html\">saving their lives\u003c/a>. In almost every case, they attribute their best social and emotional qualities to an adolescence spent role-playing with friends in a parallel universe woven by their collective imagination.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=M8Pis2bqcIY\u003c/p>\n\u003cp>\u003cstrong>The Transformative Power of Role-Play\u003c/strong>\u003c/p>\n\u003cp>Assuming a role and experimenting with alternate views, identities and perspectives lies at the heart of how games like \u003cem>Dungeons & Dragons\u003c/em> have the potential to foster SEL skills, including empathy and self-awareness.\u003c/p>\n\u003cp>“Good players must act not according to one’s own disposition but to that of the character, whose experiences are almost certainly totally different,” said Foglia.\u003c/p>\n\u003cp>The characters may be fictional, but playing them requires a cognitive and emotional investment that is rooted in the player’s real psychological life. Students can try on different ways of being, and safely push boundaries that may normally limit them in their day-to-day life.\u003c/p>\n\u003cp>“In a real sense you 'become' the character you play,\" said Slater. \"When your character is threatened with death it gives \u003cem>you\u003c/em> a jolt. In almost every adventure I’ve run someone has died, and you can see the excitement pass through the room. Things get real, real fast.\" Unlike most video games, a character’s death in \u003cem>D&D\u003c/em> is permanent, so the stakes are high.\u003c/p>\n\u003cp>Sarah Roman is a New Jersey public high school teacher who used \u003cem>Dungeon & Dragons\u003c/em> in her English classes and co-founded \u003ca href=\"https://teachingwithdnd.com/\">Teaching with \u003c/a>\u003ca href=\"https://teachingwithdnd.com/\">\u003cem>Dungeons & Dragons\u003c/em>\u003c/a> with Wells. Since incorporating \u003cem>D&D\u003c/em>, she found her students were more willing to help each other, they communicated more diplomatically, and it even brought some of her quieter kids out of their shell. She recalls parents contacting her in gratitude for the changes they had noticed in their children.\u003c/p>\n\u003cp>“\u003cem>D&D\u003c/em> really forces students to become someone else for a little while. We’ve been seeing the role-playing aspect become heavily used in mental health groups, and therapists have been employing role-play as a way to promote empathy, social skills, and resilience. In that vein, we have to remember that teachers also play the role of the therapist from time to time,” said Roman.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=C9zZIZW0gU0\u003c/p>\n\u003cp>Therapy groups like \u003ca href=\"http://gametogrow.org/\">Game to Grow\u003c/a>, \u003ca href=\"http://rpgtherapy.com/wp/\">RPG Therapeutics\u003c/a>, \u003ca href=\"http://www.takethis.org/\">Take This\u003c/a> and the \u003ca href=\"http://www.thebodhanagroup.org/\">Bodhana Group\u003c/a> recognize the benefits of using role-play as a viable course of treatment. They use \u003cem>D&D\u003c/em> and other games to treat a variety of conditions, provide social-emotional support for teens and children, and even help them contend with gender.\u003c/p>\n\u003cp>“I’ve known at least two gamers that regularly played different gender characters, e.g., a male playing a female character,” said Slater. “\u003cem>D&D\u003c/em> allows you to adopt a role, and that can be a powerful tool for self-exploration.”\u003c/p>\n\u003cp>Narrative therapy is another relevant therapeutic approach that encourages patients to rewrite the stories of their lives, a concept related to Maria Laura Ruggiero’s idea of \u003ca href=\"https://www.kqed.org/mindshift/51781/hacking-the-education-narrative-with-dungeons-dragons\">hacking personal narratives\u003c/a>. \u003ca href=\"https://www.nytimes.com/2008/04/28/us/28white.html\">Michael White\u003c/a>, a narrative therapy pioneer, discusses the approach in his 2007 book \u003ca href=\"https://www.amazon.com/Narrative-Practice-Norton-Professional-Hardcover/dp/0393705161\">\u003cem>Maps of Narrative Practice\u003c/em>\u003c/a>: “Effective therapy engages people in the re-authoring of life's compelling plights in ways that arouse curiosity about human possibility and invoke the play of imagination. It opens space for varying perspectives while assisting people to participate fuller and with a stronger voice of authorship in constructing the stories of their lives.”\u003c/p>\n\u003cp>As an active exercise in role-play and collaborative storytelling, \u003cem>Dungeons & Dragons\u003c/em> merges elements of both therapeutic approaches. Players experiment with different identities, and simultaneously enact the skills to reimagine their personal narratives. Furthermore, these ingredients blend within a magic circle of play, an essential element for learning and development championed by celebrated developmental psychologists Jean Piaget and Lev Vygotsky.\u003c/p>\n\u003cp>“Psychological studies are clear that play is the primary means by which humans (and all other mammals) acquire the life skills they need to succeed. Intrinsic motivation preserves and reinforces an ideal brain state for learning, processing, and retaining information. Children naturally want to play-practice those skills which are most valuable to human adults,” said Foglia.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Like so many struggling students, \u003cem>Dungeons & Dragons\u003c/em>’ potential as an educational tool has been limited by how it has been labeled. When seen in a broader light, it emerges as an engaging and dynamic learning artifact that enlists the imagination, role-play, socialization, collaboration and storytelling, all of which act as powerful social-emotional catalysts that can help a child shed their own labels, and learn to tell new stories about themselves.\u003c/p>\n\n","blocks":[],"excerpt":"Playing a cooperative role-playing game like Dungeons & Dragons can have the added benefit of helping kids develop social emotional skills. ","status":"publish","parent":0,"modified":1557731229,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":1861},"headData":{"title":"How Dungeons & Dragons Can Help Kids Develop Social-Emotional Learning Skills | KQED","description":"Playing a cooperative role-playing game like Dungeons & Dragons can have the added benefit of helping kids develop social emotional skills. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Dungeons & Dragons Can Help Kids Develop Social-Emotional Learning Skills","datePublished":"2019-05-13T07:05:10.000Z","dateModified":"2019-05-13T07:07:09.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"51784 https://ww2.kqed.org/mindshift/?p=51784","disqusUrl":"https://ww2.kqed.org/mindshift/2019/05/13/how-dungeons-dragons-can-help-kids-develop-social-emotional-learning-skills/","disqusTitle":"How Dungeons & Dragons Can Help Kids Develop Social-Emotional Learning Skills","path":"/mindshift/51784/how-dungeons-dragons-can-help-kids-develop-social-emotional-learning-skills","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>For many of the kids who arrive at \u003ca href=\"http://www.lihighschool.org/\">LiHigh School\u003c/a> in Vermont, it’s their last chance at school. They have serious behavioral challenges that are difficult to address in traditional settings. LiHigh is a \u003ca href=\"https://www.kqed.org/mindshift/40184/can-self-directed-learning-work-for-underprivileged-children\">democratic school\u003c/a> and emphasizes a therapeutic approach to student learning. It also uses a variety of personal learning strategies to develop curriculum around the students’ passions and interests, including the tabletop role-playing game (RPG), \u003cem>Dungeons & Dragons\u003c/em>. A few years ago one of Kyle Callahan’s students with autism asked if the game could be played in class, and it has since become a cornerstone of the school’s program.\u003c/p>\n\u003cp>“Without a doubt, \u003cem>D&D \u003c/em>has been one of the most successful classes we’ve offered at LiHigh School,\" said Callahan. \"Students love it; staff love it; and it genuinely helps the students achieve their social-emotional goals.”\u003c/p>\n\u003cp>\u003cstrong>Join the Party\u003c/strong>\u003c/p>\n\u003cp>\u003cem>Dungeons & Dragons\u003c/em> is a fundamentally social experience. A team of adventurers, known as a party, are immersed in a pseudo-medieval world of sword-and-sorcery run by the Dungeon Master (“DM” for short), who narrates setting and events and adapts the emerging game to the players’ free actions and decisions. The world of the game is orally constructed and conjured in the imagination with the help of rule books, reference guides, charts, multifaceted dice and maps.\u003c/p>\n\u003cp>Rather than compete, players work together to coordinate their complementary skill sets to problem-solve and overcome diverse challenges. Their co-dependence translates into a sense of belonging and genuine social cohesion.\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>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/2PEt5RdNHNw'\n title='//www.youtube.com/embed/2PEt5RdNHNw'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\"Cooperative games are on the rise right now as I think people are tired of strict competition in every game they play. \u003cem>D&D\u003c/em> is the original cooperative game,” said Dr. Ian Slater, who teaches at York University in Toronto and runs Black Dragon Games, a company that trains novice players and organizes \u003cem>Dungeons & Dragon\u003c/em> campaigns for schools and private events.\u003c/p>\n\u003cp>“\u003cem>D&D\u003c/em> is a class-based system in the sense that your set of usable in-game skills is determined entirely by your class. Since the classes are based on archetypes (e.g. the knight, the wizard, the thief and the priest), the skills vary. As adventuring occurs in a dangerous and dynamic environment where all those skills are needed, for the most part, if you don’t cooperate you die,” said Slater.\u003c/p>\n\u003cp>Callahan claims that while his students play, they collaborate with their classmates, are relieved of loneliness and are granted a safe haven from difficult home lives.\u003c/p>\n\u003cp>“They develop real relationships with the players at the table, and while they can still get annoyed or frustrated with one another to the point where their disorders will sometimes come out, more often than not, they connect with and support one another, sometimes with a kind word and other times with a perfectly placed fireball,” said Callahan.\u003c/p>\n\u003cp>In addition to encouraging students to work together and form social bonds, Callahan and other educators who use \u003cem>Dungeons & Dragons\u003c/em> and similar role-playing games claim that their students acquire and practice a broad range of social and emotional skills.\u003c/p>\n\u003cp>But how does battling a spike-hurling Manticore with an enchanted two-handed axe contribute to a person’s emotional well-being?\u003c/p>\n\u003cfigure id=\"attachment_53558\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-53558 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/05/DnD-Sarah-Roman-e1557527352420.png\" alt=\"\" width=\"1920\" height=\"1328\">\u003cfigcaption class=\"wp-caption-text\">Sarah Roman's students at Raritan High School learn how to play Dungeons & Dragons. (Courtesy of Sarah Roman) \u003ccite>(Courtesy of Sarah Roman)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Real-World Fantasy\u003c/strong>\u003c/p>\n\u003cp>Social-emotional learning (SEL) has become a hot topic in education discourse as \u003ca href=\"https://casel.org/impact/\">a growing body of evidence\u003c/a> finds that self-confidence, self-control, social and self-awareness, empathy and a sense of well-being are predictive of academic success. More importantly, the cultivation of these qualities generally leads to happier and more fulfilling lives. If this is the case, then the traditional educational emphasis on academics to the neglect of SEL seems to be a clear case of placing the cart squarely ahead of the horse.\u003c/p>\n\u003cp>Brian Foglia is the founder of \u003ca href=\"http://www.southjerseysudburyschool.org/\">South Jersey Sudbury School\u003c/a>, which pursues a vision of fostering a non-hierarchical educational community where students design their own curriculum and learn through exploration and play. The school’s student-centered philosophy emphasizes conflict resolution, empathy, self-regulation and open interpersonal communication. Foglia found that including \u003cem>Dungeons & Dragons\u003c/em> in the curriculum has fit well with the school’s emphasis on SEL.\u003c/p>\n\u003cp>“The ability to imagine, design and role-play a character who has a background from an imaginary universe with its own rule context is immensely sophisticated,\" said Foglia. \"Practicing this confers many emotional benefits, including increased empathy skills, negotiation, problem-solving, teamwork and social maneuvering. These are all immensely valuable skills in the adult world, as well as for children.\"\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1037363232569057282"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>Despite its outward appearance as a frivolous escape from reality, the fantasy genre has profound metaphorical correspondences to the real world. Tolkien’s influential \u003cem>Lord of the Rings\u003c/em>, for example, has been interpreted as symbolically capturing the \u003ca href=\"http://www.bbc.co.uk/guides/zgr9kqt\">horrors he experienced as a soldier in World War I\u003c/a>, as an \u003ca href=\"http://www.theimaginativeconservative.org/2016/05/lord-of-the-rings-allegory.html\">allegory of power\u003c/a>, and as an \u003ca href=\"https://www.telegraph.co.uk/culture/film/film-news/9737923/The-Hobbits-Andy-Serkis-Gollum-is-based-on-addiction.html\">exploration of addiction\u003c/a>. The enchanted settings are veiled representations of universal human experiences and emotional truths.\u003c/p>\n\u003cp>Paradoxically, for kids, the fantasy genre can be both an escape from reality while simultaneously providing an indirect commentary on everyday life. Bullies become dragons, malevolent gods are the feared adults in their lives, and a labyrinthine dungeon filled with puzzles and ghouls become a metaphor for school The fantasy world is sufficiently removed from reality that kids are empowered to tackle difficult subjects at a safe emotional distance. Confronting these challenges, even within the symbolic realm of sword-and-sorcery, may help provide scaffolding to improve emotional awareness and help players operate more confidently in the real world.\u003c/p>\n\u003cp>“I have seen the quietest student in class become the biggest voice at the gaming table. It is heartwarming to watch these students’ confidence grow to such a degree from a game, and a great triumph to see them carry that over into the classroom,” said Houston-area teacher \u003ca href=\"https://www.kqed.org/mindshift/51781/hacking-the-education-narrative-with-dungeons-dragons\">Kade Wells\u003c/a>.\u003c/p>\n\u003cp>A cursory Google search yields pages of stories from adults who credit \u003cem>D&D\u003c/em> for making them more \u003ca href=\"https://ideas.ted.com/how-playing-dungeons-dragons-has-helped-me-be-more-connected-creative-and-compassionate/\">caring and compassionate\u003c/a>, \u003ca href=\"https://thewalrus.ca/send-the-barbarian-in-first/\">better parents\u003c/a>, and even \u003ca href=\"https://www.huffingtonpost.com/levi-a-miles/how-dungeons-dragons-saved-life_b_4735303.html\">saving their lives\u003c/a>. In almost every case, they attribute their best social and emotional qualities to an adolescence spent role-playing with friends in a parallel universe woven by their collective imagination.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/M8Pis2bqcIY'\n title='//www.youtube.com/embed/M8Pis2bqcIY'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>The Transformative Power of Role-Play\u003c/strong>\u003c/p>\n\u003cp>Assuming a role and experimenting with alternate views, identities and perspectives lies at the heart of how games like \u003cem>Dungeons & Dragons\u003c/em> have the potential to foster SEL skills, including empathy and self-awareness.\u003c/p>\n\u003cp>“Good players must act not according to one’s own disposition but to that of the character, whose experiences are almost certainly totally different,” said Foglia.\u003c/p>\n\u003cp>The characters may be fictional, but playing them requires a cognitive and emotional investment that is rooted in the player’s real psychological life. Students can try on different ways of being, and safely push boundaries that may normally limit them in their day-to-day life.\u003c/p>\n\u003cp>“In a real sense you 'become' the character you play,\" said Slater. \"When your character is threatened with death it gives \u003cem>you\u003c/em> a jolt. In almost every adventure I’ve run someone has died, and you can see the excitement pass through the room. Things get real, real fast.\" Unlike most video games, a character’s death in \u003cem>D&D\u003c/em> is permanent, so the stakes are high.\u003c/p>\n\u003cp>Sarah Roman is a New Jersey public high school teacher who used \u003cem>Dungeon & Dragons\u003c/em> in her English classes and co-founded \u003ca href=\"https://teachingwithdnd.com/\">Teaching with \u003c/a>\u003ca href=\"https://teachingwithdnd.com/\">\u003cem>Dungeons & Dragons\u003c/em>\u003c/a> with Wells. Since incorporating \u003cem>D&D\u003c/em>, she found her students were more willing to help each other, they communicated more diplomatically, and it even brought some of her quieter kids out of their shell. She recalls parents contacting her in gratitude for the changes they had noticed in their children.\u003c/p>\n\u003cp>“\u003cem>D&D\u003c/em> really forces students to become someone else for a little while. We’ve been seeing the role-playing aspect become heavily used in mental health groups, and therapists have been employing role-play as a way to promote empathy, social skills, and resilience. In that vein, we have to remember that teachers also play the role of the therapist from time to time,” said Roman.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/C9zZIZW0gU0'\n title='//www.youtube.com/embed/C9zZIZW0gU0'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Therapy groups like \u003ca href=\"http://gametogrow.org/\">Game to Grow\u003c/a>, \u003ca href=\"http://rpgtherapy.com/wp/\">RPG Therapeutics\u003c/a>, \u003ca href=\"http://www.takethis.org/\">Take This\u003c/a> and the \u003ca href=\"http://www.thebodhanagroup.org/\">Bodhana Group\u003c/a> recognize the benefits of using role-play as a viable course of treatment. They use \u003cem>D&D\u003c/em> and other games to treat a variety of conditions, provide social-emotional support for teens and children, and even help them contend with gender.\u003c/p>\n\u003cp>“I’ve known at least two gamers that regularly played different gender characters, e.g., a male playing a female character,” said Slater. “\u003cem>D&D\u003c/em> allows you to adopt a role, and that can be a powerful tool for self-exploration.”\u003c/p>\n\u003cp>Narrative therapy is another relevant therapeutic approach that encourages patients to rewrite the stories of their lives, a concept related to Maria Laura Ruggiero’s idea of \u003ca href=\"https://www.kqed.org/mindshift/51781/hacking-the-education-narrative-with-dungeons-dragons\">hacking personal narratives\u003c/a>. \u003ca href=\"https://www.nytimes.com/2008/04/28/us/28white.html\">Michael White\u003c/a>, a narrative therapy pioneer, discusses the approach in his 2007 book \u003ca href=\"https://www.amazon.com/Narrative-Practice-Norton-Professional-Hardcover/dp/0393705161\">\u003cem>Maps of Narrative Practice\u003c/em>\u003c/a>: “Effective therapy engages people in the re-authoring of life's compelling plights in ways that arouse curiosity about human possibility and invoke the play of imagination. It opens space for varying perspectives while assisting people to participate fuller and with a stronger voice of authorship in constructing the stories of their lives.”\u003c/p>\n\u003cp>As an active exercise in role-play and collaborative storytelling, \u003cem>Dungeons & Dragons\u003c/em> merges elements of both therapeutic approaches. Players experiment with different identities, and simultaneously enact the skills to reimagine their personal narratives. Furthermore, these ingredients blend within a magic circle of play, an essential element for learning and development championed by celebrated developmental psychologists Jean Piaget and Lev Vygotsky.\u003c/p>\n\u003cp>“Psychological studies are clear that play is the primary means by which humans (and all other mammals) acquire the life skills they need to succeed. Intrinsic motivation preserves and reinforces an ideal brain state for learning, processing, and retaining information. Children naturally want to play-practice those skills which are most valuable to human adults,” said Foglia.\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>Like so many struggling students, \u003cem>Dungeons & Dragons\u003c/em>’ potential as an educational tool has been limited by how it has been labeled. When seen in a broader light, it emerges as an engaging and dynamic learning artifact that enlists the imagination, role-play, socialization, collaboration and storytelling, all of which act as powerful social-emotional catalysts that can help a child shed their own labels, and learn to tell new stories about themselves.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51784/how-dungeons-dragons-can-help-kids-develop-social-emotional-learning-skills","authors":["11107"],"categories":["mindshift_193"],"tags":["mindshift_21211","mindshift_20784","mindshift_1040","mindshift_20865","mindshift_20774","mindshift_943","mindshift_20931"],"featImg":"mindshift_53649","label":"mindshift"},"mindshift_53071":{"type":"posts","id":"mindshift_53071","meta":{"index":"posts_1591205157","site":"mindshift","id":"53071","score":null,"sort":[1550650107000]},"guestAuthors":[],"slug":"how-schools-spark-excitement-for-learning-with-role-playing-games","title":"How Schools Spark Excitement for Learning with Role Playing and Games","publishDate":1550650107,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Michael Matera’s students don’t merely learn about medieval Europe, they live it. Albeit, with a few monsters and enchanted items thrown in the mix.\u003c/p>\n\u003cp>The Milwaukee teacher’s Grade 6 history class is an ongoing role-playing game called \u003ca href=\"http://realmofnobles.com/\">Realm of Nobles\u003c/a>, where students join guilds, earn achievements, make trades and wage the occasional epic battle in an imaginary medieval kingdom. Matera has played the game for years, and maintains that the fusion of history, fantasy, narrative and role-play is an effective formula to engage students in learning.\u003c/p>\n\u003cp>“The excitement and the pride in their accomplishments are all through the roof. I love seeing kids gaining real-world skills, taking risks and learning from defeat in this gamified class,” said Matera, who wrote \u003cem>\u003ca href=\"https://www.amazon.com/Explore-Like-Pirate-Gamification-Game-Inspired/dp/0986155500\">Explore Like a Pirate: Gamification and Game-Inspired Course Design to Engage, Enrich and Elevate Your Learners\u003c/a>,\u003c/em> a manual for teachers who aspire to design their classes as games.\u003c/p>\n\u003cp>A growing number of educators like Matera are remodeling their classes by fusing game elements to their instructional environments. But, does switching grades for experience points and homework for quests amount only to cosmetic surgery? Is school merely being “reskinned” with a new paint job without fundamentally altering the age-old classroom rituals?\u003c/p>\n\u003cp>\u003cstrong>The Rise of the EduLARP\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The use of simulations and role-play in education is not a recent development. Model United Nations, historical re-enactments, mock trials and other types of dramatic simulations have been in the teacher toolbox for decades. What is new, however, is that the simulation is packaged as a game and sustained for an extended period, often spanning the entire school year.\u003c/p>\n\u003cp>This particular union of role-play, narrative, and game owes no small debt to \u003cem>Dungeons & Dragons\u003c/em>, the classic role-playing game (RPG) that is enjoying a \u003ca href=\"https://www.kqed.org/mindshift/51781/hacking-the-education-narrative-with-dungeons-dragons\">recent resurgence\u003c/a>. \u003cem>D&D\u003c/em> pioneered and popularized an array of RPG conventions that are now video game and tabletop staples, like experience points (XP), levels, loot, character classes and boss fights.\u003c/p>\n\u003cp>In the mid-'70s some eager \u003cem>D&D\u003c/em> fans donned armor, weapons, gowns and cloaks, and transplanted RPG elements to the real world in the form of live-action role-play, or LARPs. Players stay in character as they interact and battle in elaborate adventures set in real-life forests and fields that evoke medieval fantasy. The popularity of LARPs in Scandinavia inspired a pair of Danish educators to open the \u003ca href=\"https://osterskov.dk/in-english/\">Østerskov School\u003c/a> that teaches with \u003ca href=\"https://nordiclarp.org/2015/03/04/learning-by-playing-larp-as-a-teaching-method/\">edularps\u003c/a>. Today, edularps are found in schools in Sweden, Finland and Denmark, and even some \u003ca href=\"http://www.lihighschool.org/2018/07/25/larping-with-lihigh/\">U.S. schools\u003c/a> have jumped into the fray.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=OrltkfHwZ70\u003c/p>\n\u003cp>Sanne Harder, a game designer and educator who worked at the Østerskov School, thinks that edularps are not only a fun way to learn, but also a better way to learn.\u003c/p>\n\u003cp>“When I choose to use role-play as a means of teaching, it is because it is an excellent way of organizing teaching, not because the hobby appeals to its fans,” wrote Harder. “In the 21st century, being a teacher is not about teaching pupils facts, it is about helping them internalize knowledge, skills, and competencies.”\u003c/p>\n\u003cp>Sarah Lynne Bowman and Anne Standiford conducted a \u003ca href=\"http://ijrp.subcultures.nl/wp-content/uploads/2016/12/IJRP-5-Bowman-and-Standiford.pdf\">2016 mixed methods study\u003c/a> of edularps at an L.A. charter school and found that they encouraged “greater motivation, engagement, interaction with peers, collaboration, and comprehension of material,” which is promising, but the area is new and the research nascent.\u003c/p>\n\u003cp>\u003cstrong>Choosing a Road to Victory\u003c/strong>\u003c/p>\n\u003cp>Edularps, and other class-as-game variants like alternate reality games (ARGs), pervasive games and gamified class, are popping up in \u003ca href=\"https://www.kqed.org/mindshift/37884/how-students-can-channel-the-odyssey-into-an-alternate-reality-epic\">schools\u003c/a>, \u003ca href=\"https://www.kqed.org/mindshift/40025/how-games-can-be-used-to-teach-college-level-chinese\">universities\u003c/a> and even \u003ca href=\"https://www.kqed.org/mindshift/47914/how-a-sword-and-sorcery-camp-uses-immersive-role-play-to-teach-steam\">camps\u003c/a> across North America. While the sword-and-sorcery motif remains prevalent, some educators have diversified into themes and settings that better fit their learning goals.\u003c/p>\n\u003cp>While still a high school science teacher, University of Connecticut assistant professor Stephen Slota designed a unit-length game to teach human reproduction and sexually transmitted diseases. “The students worked in teams of three to control a character avatar in a fictitious village, and their goal was to engage in an epidemiological study of the area by investigating locales and speaking to non-player characters as enacted by the instructor,” said Slota, who edited \u003ca href=\"https://www.amazon.com/Exploding-Castle-Psychological-Perspectives-Contemporary/dp/1681239353\">\u003cem>Exploding the Castle: Rethinking How Video Games & Game Mechanics Can Shape The Future Of Education\u003c/em>\u003c/a>, a collection of game-based learning essays.\u003c/p>\n\u003cp>Slota has since developed half a dozen class-as-games for subjects as far-flung as education technology, Latin, psychology and biology. Matera also sets one of his games during the Cold War, and the edularps at the Østerskov School involve a wide range of themes and settings.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=gGbltSuAcqE\u003c/p>\n\u003cp>The games tend to be flexible and students are able to alter the unfolding experience through the choices they make. This freedom to shape their circumstances and the accompanying sense of agency is a big part of what engages them in learning.\u003c/p>\n\u003cp>“I’ve found — both anecdotally and in my research — that freedom to push and pull at the game’s narrative and ruleset provides students with a sense of greater personal ownership, and therefore greater depth of knowledge about content than usually accompanies schoolwork,” said Slota.\u003c/p>\n\u003cp>Matera also stresses the importance of student agency, and feels that it marks a significant departure from typical classroom dynamics.\u003c/p>\n\u003cp>“Games have clear objects, but no one set path to that victory. This is where strategy comes into play. An RPG, as with many well-designed games, allows for the players to create their own path to victory,” said Matera. “This level of customization and personalization feels different than traditional school because it is different. Students have an opportunity to create their own experience within the game. They earn badges, items and power-ups that allow them to have a unique game characters. This leads to endless strategies, trades and allegiances to help successfully make it through the Realm.”\u003c/p>\n\u003cp>Houston-area teacher Kade Wells also personalizes his class by using a \u003cem>D&D\u003c/em>-style character class system. He gives his students a basic personality test and, based on the results, assigns them one of four roles designed to support classroom management.\u003c/p>\n\u003cp>“\u003cem>Protectors\u003c/em> keep the peace and manage group outbursts; \u003cem>Initiators\u003c/em> get things ready and help to get materials, sharpen pencils and put things away; \u003cem>Diplomats\u003c/em> help group members and facilitate all processes and are ultimately responsible for the group’s behavior; \u003cem>Sages\u003c/em> keep the records, help with attendance, make sure that things are orderly and accounted for,” said Wells, who has found the class system empowers his students to self-regulate and take greater ownership of their environment.\u003c/p>\n\u003cp>\u003cstrong>There’s an App for That\u003c/strong>\u003c/p>\n\u003cp>Matera, Slota and Wells design their games from scratch, cannibalizing a pastiche of web applications, pen-and-paper elements, learning management systems, Google apps, spreadsheets and any other available tools that they can bend to their playful purposes. But teachers who don’t have the time, confidence or knowledge to dive into the DIY approach can turn to commercial software designed to help educators run their classes as games.\u003c/p>\n\u003cp>Rezzly’s \u003ca href=\"https://portal.3dgamelab.org/users/sign_in\">3D GameLab\u003c/a>, the University of Michigan’s \u003ca href=\"https://www.gradecraft.com/\">GradeCraft\u003c/a>, NEXED’s \u003ca href=\"https://answerables.com/\">Answerables\u003c/a> and \u003ca href=\"https://www.classcraft.com/gamification/\">Classcraft\u003c/a> are gameful learning management systems that have tapped into the class-as-game zeitgeist to help educators keep track of quests, levels, experience points, badges and other game features.\u003c/p>\n\u003cp>“They will do anything for XP [experience points] and GP [gold pieces] to level up their avatar,” said Carrie Casey, a Wisconsin middle-school science teacher who uses Classcraft. “I have seen some of my students who will not hand in work — work hard to get their work in for me so they get XP and do not disappoint their team.”\u003c/p>\n\u003cp>It has also helped Casey reach some challenging students: “I have connected to them through gaming where no other teacher has connected to them that year.”\u003c/p>\n\u003cp>Canadian teacher Justin Matheson says that his Grade 6 students loved the sword-and-sorcery motif, and he credits Classcraft’s video game qualities for fostering perseverance. “With video games, people get to a point where things become increasingly difficult and they experience repeated failure. Then, you are encouraged to try again and again, and to seek help through outside resources to find success. This is the most notable benefit that I have seen in my class. My students see difficulties as speed bumps instead of roadblocks.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Grafting \u003cem>Dungeons & Dragons\u003c/em>-style RPG elements to classrooms can have an effect that delves much deeper than mere optics. Games and classes are both systems that operate with rules. When the rules that typically govern the class are hacked by the rules of the game, a fundamental shift can take place. Games offer a valuable palette of functions and features that can be creatively repurposed to rewrite some of education’s more problematic operations. Educators who are not satisfied with business as usual can tap into the power of play and design the change they want to see.\u003c/p>\n\n","blocks":[],"excerpt":"Game savvy teachers are giving kids the ability to play in teams and set out for conquests through role-playing games. Through the gameplay, kids create meaningful learning experiences with another, both socially and academically. ","status":"publish","parent":0,"modified":1550650426,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":1553},"headData":{"title":"How Schools Spark Excitement for Learning with Role Playing and Games | KQED","description":"Game savvy teachers are giving kids the ability to play in teams and set out for conquests through role-playing games. Through the gameplay, kids create meaningful learning experiences with another, both socially and academically. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Schools Spark Excitement for Learning with Role Playing and Games","datePublished":"2019-02-20T08:08:27.000Z","dateModified":"2019-02-20T08:13:46.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"53071 https://ww2.kqed.org/mindshift/?p=53071","disqusUrl":"https://ww2.kqed.org/mindshift/2019/02/20/how-schools-spark-excitement-for-learning-with-role-playing-games/","disqusTitle":"How Schools Spark Excitement for Learning with Role Playing and Games","path":"/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Michael Matera’s students don’t merely learn about medieval Europe, they live it. Albeit, with a few monsters and enchanted items thrown in the mix.\u003c/p>\n\u003cp>The Milwaukee teacher’s Grade 6 history class is an ongoing role-playing game called \u003ca href=\"http://realmofnobles.com/\">Realm of Nobles\u003c/a>, where students join guilds, earn achievements, make trades and wage the occasional epic battle in an imaginary medieval kingdom. Matera has played the game for years, and maintains that the fusion of history, fantasy, narrative and role-play is an effective formula to engage students in learning.\u003c/p>\n\u003cp>“The excitement and the pride in their accomplishments are all through the roof. I love seeing kids gaining real-world skills, taking risks and learning from defeat in this gamified class,” said Matera, who wrote \u003cem>\u003ca href=\"https://www.amazon.com/Explore-Like-Pirate-Gamification-Game-Inspired/dp/0986155500\">Explore Like a Pirate: Gamification and Game-Inspired Course Design to Engage, Enrich and Elevate Your Learners\u003c/a>,\u003c/em> a manual for teachers who aspire to design their classes as games.\u003c/p>\n\u003cp>A growing number of educators like Matera are remodeling their classes by fusing game elements to their instructional environments. But, does switching grades for experience points and homework for quests amount only to cosmetic surgery? Is school merely being “reskinned” with a new paint job without fundamentally altering the age-old classroom rituals?\u003c/p>\n\u003cp>\u003cstrong>The Rise of the EduLARP\u003c/strong>\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 use of simulations and role-play in education is not a recent development. Model United Nations, historical re-enactments, mock trials and other types of dramatic simulations have been in the teacher toolbox for decades. What is new, however, is that the simulation is packaged as a game and sustained for an extended period, often spanning the entire school year.\u003c/p>\n\u003cp>This particular union of role-play, narrative, and game owes no small debt to \u003cem>Dungeons & Dragons\u003c/em>, the classic role-playing game (RPG) that is enjoying a \u003ca href=\"https://www.kqed.org/mindshift/51781/hacking-the-education-narrative-with-dungeons-dragons\">recent resurgence\u003c/a>. \u003cem>D&D\u003c/em> pioneered and popularized an array of RPG conventions that are now video game and tabletop staples, like experience points (XP), levels, loot, character classes and boss fights.\u003c/p>\n\u003cp>In the mid-'70s some eager \u003cem>D&D\u003c/em> fans donned armor, weapons, gowns and cloaks, and transplanted RPG elements to the real world in the form of live-action role-play, or LARPs. Players stay in character as they interact and battle in elaborate adventures set in real-life forests and fields that evoke medieval fantasy. The popularity of LARPs in Scandinavia inspired a pair of Danish educators to open the \u003ca href=\"https://osterskov.dk/in-english/\">Østerskov School\u003c/a> that teaches with \u003ca href=\"https://nordiclarp.org/2015/03/04/learning-by-playing-larp-as-a-teaching-method/\">edularps\u003c/a>. Today, edularps are found in schools in Sweden, Finland and Denmark, and even some \u003ca href=\"http://www.lihighschool.org/2018/07/25/larping-with-lihigh/\">U.S. schools\u003c/a> have jumped into the fray.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/OrltkfHwZ70'\n title='//www.youtube.com/embed/OrltkfHwZ70'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Sanne Harder, a game designer and educator who worked at the Østerskov School, thinks that edularps are not only a fun way to learn, but also a better way to learn.\u003c/p>\n\u003cp>“When I choose to use role-play as a means of teaching, it is because it is an excellent way of organizing teaching, not because the hobby appeals to its fans,” wrote Harder. “In the 21st century, being a teacher is not about teaching pupils facts, it is about helping them internalize knowledge, skills, and competencies.”\u003c/p>\n\u003cp>Sarah Lynne Bowman and Anne Standiford conducted a \u003ca href=\"http://ijrp.subcultures.nl/wp-content/uploads/2016/12/IJRP-5-Bowman-and-Standiford.pdf\">2016 mixed methods study\u003c/a> of edularps at an L.A. charter school and found that they encouraged “greater motivation, engagement, interaction with peers, collaboration, and comprehension of material,” which is promising, but the area is new and the research nascent.\u003c/p>\n\u003cp>\u003cstrong>Choosing a Road to Victory\u003c/strong>\u003c/p>\n\u003cp>Edularps, and other class-as-game variants like alternate reality games (ARGs), pervasive games and gamified class, are popping up in \u003ca href=\"https://www.kqed.org/mindshift/37884/how-students-can-channel-the-odyssey-into-an-alternate-reality-epic\">schools\u003c/a>, \u003ca href=\"https://www.kqed.org/mindshift/40025/how-games-can-be-used-to-teach-college-level-chinese\">universities\u003c/a> and even \u003ca href=\"https://www.kqed.org/mindshift/47914/how-a-sword-and-sorcery-camp-uses-immersive-role-play-to-teach-steam\">camps\u003c/a> across North America. While the sword-and-sorcery motif remains prevalent, some educators have diversified into themes and settings that better fit their learning goals.\u003c/p>\n\u003cp>While still a high school science teacher, University of Connecticut assistant professor Stephen Slota designed a unit-length game to teach human reproduction and sexually transmitted diseases. “The students worked in teams of three to control a character avatar in a fictitious village, and their goal was to engage in an epidemiological study of the area by investigating locales and speaking to non-player characters as enacted by the instructor,” said Slota, who edited \u003ca href=\"https://www.amazon.com/Exploding-Castle-Psychological-Perspectives-Contemporary/dp/1681239353\">\u003cem>Exploding the Castle: Rethinking How Video Games & Game Mechanics Can Shape The Future Of Education\u003c/em>\u003c/a>, a collection of game-based learning essays.\u003c/p>\n\u003cp>Slota has since developed half a dozen class-as-games for subjects as far-flung as education technology, Latin, psychology and biology. Matera also sets one of his games during the Cold War, and the edularps at the Østerskov School involve a wide range of themes and settings.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/gGbltSuAcqE'\n title='//www.youtube.com/embed/gGbltSuAcqE'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>The games tend to be flexible and students are able to alter the unfolding experience through the choices they make. This freedom to shape their circumstances and the accompanying sense of agency is a big part of what engages them in learning.\u003c/p>\n\u003cp>“I’ve found — both anecdotally and in my research — that freedom to push and pull at the game’s narrative and ruleset provides students with a sense of greater personal ownership, and therefore greater depth of knowledge about content than usually accompanies schoolwork,” said Slota.\u003c/p>\n\u003cp>Matera also stresses the importance of student agency, and feels that it marks a significant departure from typical classroom dynamics.\u003c/p>\n\u003cp>“Games have clear objects, but no one set path to that victory. This is where strategy comes into play. An RPG, as with many well-designed games, allows for the players to create their own path to victory,” said Matera. “This level of customization and personalization feels different than traditional school because it is different. Students have an opportunity to create their own experience within the game. They earn badges, items and power-ups that allow them to have a unique game characters. This leads to endless strategies, trades and allegiances to help successfully make it through the Realm.”\u003c/p>\n\u003cp>Houston-area teacher Kade Wells also personalizes his class by using a \u003cem>D&D\u003c/em>-style character class system. He gives his students a basic personality test and, based on the results, assigns them one of four roles designed to support classroom management.\u003c/p>\n\u003cp>“\u003cem>Protectors\u003c/em> keep the peace and manage group outbursts; \u003cem>Initiators\u003c/em> get things ready and help to get materials, sharpen pencils and put things away; \u003cem>Diplomats\u003c/em> help group members and facilitate all processes and are ultimately responsible for the group’s behavior; \u003cem>Sages\u003c/em> keep the records, help with attendance, make sure that things are orderly and accounted for,” said Wells, who has found the class system empowers his students to self-regulate and take greater ownership of their environment.\u003c/p>\n\u003cp>\u003cstrong>There’s an App for That\u003c/strong>\u003c/p>\n\u003cp>Matera, Slota and Wells design their games from scratch, cannibalizing a pastiche of web applications, pen-and-paper elements, learning management systems, Google apps, spreadsheets and any other available tools that they can bend to their playful purposes. But teachers who don’t have the time, confidence or knowledge to dive into the DIY approach can turn to commercial software designed to help educators run their classes as games.\u003c/p>\n\u003cp>Rezzly’s \u003ca href=\"https://portal.3dgamelab.org/users/sign_in\">3D GameLab\u003c/a>, the University of Michigan’s \u003ca href=\"https://www.gradecraft.com/\">GradeCraft\u003c/a>, NEXED’s \u003ca href=\"https://answerables.com/\">Answerables\u003c/a> and \u003ca href=\"https://www.classcraft.com/gamification/\">Classcraft\u003c/a> are gameful learning management systems that have tapped into the class-as-game zeitgeist to help educators keep track of quests, levels, experience points, badges and other game features.\u003c/p>\n\u003cp>“They will do anything for XP [experience points] and GP [gold pieces] to level up their avatar,” said Carrie Casey, a Wisconsin middle-school science teacher who uses Classcraft. “I have seen some of my students who will not hand in work — work hard to get their work in for me so they get XP and do not disappoint their team.”\u003c/p>\n\u003cp>It has also helped Casey reach some challenging students: “I have connected to them through gaming where no other teacher has connected to them that year.”\u003c/p>\n\u003cp>Canadian teacher Justin Matheson says that his Grade 6 students loved the sword-and-sorcery motif, and he credits Classcraft’s video game qualities for fostering perseverance. “With video games, people get to a point where things become increasingly difficult and they experience repeated failure. Then, you are encouraged to try again and again, and to seek help through outside resources to find success. This is the most notable benefit that I have seen in my class. My students see difficulties as speed bumps instead of roadblocks.”\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>Grafting \u003cem>Dungeons & Dragons\u003c/em>-style RPG elements to classrooms can have an effect that delves much deeper than mere optics. Games and classes are both systems that operate with rules. When the rules that typically govern the class are hacked by the rules of the game, a fundamental shift can take place. Games offer a valuable palette of functions and features that can be creatively repurposed to rewrite some of education’s more problematic operations. Educators who are not satisfied with business as usual can tap into the power of play and design the change they want to see.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games","authors":["11107"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_20711","mindshift_20784","mindshift_1040","mindshift_548","mindshift_478","mindshift_21084","mindshift_20774","mindshift_943","mindshift_20931"],"featImg":"mindshift_53085","label":"mindshift"},"mindshift_52775":{"type":"posts","id":"mindshift_52775","meta":{"index":"posts_1591205157","site":"mindshift","id":"52775","score":null,"sort":[1546329209000]},"guestAuthors":[],"slug":"how-harry-potter-has-brought-magic-to-classrooms-for-more-than-20-years","title":"How Harry Potter Has Brought Magic To Classrooms For More Than 20 Years","publishDate":1546329209,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Whether you're a Gryffindor, a Hufflepuff, a Ravenclaw, a Slytherin or a muggle still hoping your Hogwarts letter will arrive by owl, it is undeniable that the Harry Potter fandom has had a lasting impact throughout the world.\u003c/p>\n\u003cp>September marked the 20th anniversary of \u003cem>Harry Potter and the Sorcerer's Stone's \u003c/em>U.S. release. NPR asked teachers then to tell us how the book has changed the way they teach. We learned that a lot has changed since 1998. Quidditch is no longer just game of fantasy. \u003cem>Fantastic Beasts and Where to Find Them\u003c/em> is more than a textbook to pick up in Diagon Alley. And Hogwarts is no longer a place you can only dream of visiting.\u003c/p>\n\u003cp>More than 1,000 educators, from elementary teachers to university professors, responded to NPR's callout with stories about how they incorporate the Harry Potter series into their curriculum and classrooms.\u003c/p>\n\u003cp>\u003cstrong>Changing how some classrooms look — and feel\u003c/strong>\u003c/p>\n\u003cp>Teachers like Ben VanDonge and Kate Keyes are two-thirds of a fifth-grade teaching team in Walla Walla, Wash. This year marks their third year doing an all-encompassing Harry Potter theme.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"We have a sorting ceremony at the end of the year to let kids know which homeroom they'll have, play our own version of quidditch about once a month,\" VanDonge says.\u003c/p>\n\u003cp>VanDonge's classroom is decked out in Ravenclaw blue and bronze while Keyes has Hufflepuff's black and yellow. The building is older and has arched windows, much like those at Hogwarts that let natural light stream in. In one corner of Keyes' room is a Whomping Willow, the tree that terrorized Harry and Ron after they crash-landed Mr. Weasley's enchanted car between its branches.\u003c/p>\n\u003cp>And after a couple of years with just Hufflepuff and Ravenclaw representation, Keyes and VanDonge convinced their third partner teacher to join in on the engaging learning community.\u003c/p>\n\u003cp>This year his students are Gryffindors.\u003c/p>\n\u003cp>After being sorted into their houses and homerooms, the fifth graders begin their deeper dive into the wizarding world.\u003c/p>\n\u003cfigure id=\"attachment_52776\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-52776\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/gettyimages-6668031_slide-c03270c7363362e45e1c69ed73da1c106c55150d-1-e1546284648941.jpg\" alt=\"\" width=\"1920\" height=\"1279\">\u003cfigcaption class=\"wp-caption-text\">J. K. Rowling's Harry Potter series story books sit in a bookstore July 6, 2000 in Arlington, Va. \u003ccite>(Alex Wong/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"We burn through Sorcerer's Stone in about three weeks as a read aloud using the Jim Kay illustrated edition so all our kids have access to the theme and don't just think we're crazy,\" VanDonge says. \"We refer back to the story frequently as we teach language arts concepts, too.\"\u003c/p>\n\u003cp>VanDonge and Keyes said they felt like they struck gold when they heard how the curriculum was helping their students outside of school.\u003c/p>\n\u003cp>\"We knew that we were doing a good thing when at conferences...we had numerous parents tell us it was the first time that their kids had been excited to go to school since kindergarten,\" VanDonge says. \"Or tell us that they've never been able to get their kids to read at all before and now they're having to have lights out rules.\"\u003c/p>\n\u003cp>\u003cstrong>Everyone isn't a fan\u003c/strong>\u003c/p>\n\u003cp>As enthusiastic as some parents are about how Harry Potter has helped their children in school, it hasn't always been that way.\u003c/p>\n\u003cp>A year after the first book's U.S. release, it found a place on the list of most challenged books compiled by the \u003ca href=\"http://www.ala.org/advocacy/bbooks/frequentlychallengedbooks/top10#2015\">American Library Association's Office for Intellectual Freedom.\u003c/a> The series had a steady presence on this list and even topped it at times, through 2003.\u003c/p>\n\u003cp>Parents in many states tried to push school boards and districts to ban the books.\u003c/p>\n\u003cp>One of the biggest criticisms of the series comes on religious grounds that the books promote occultism and magic.\u003c/p>\n\u003cp>In October 1999, author Judy Blume penned an Op-Ed in The New York Times titled \u003ca href=\"https://www.nytimes.com/1999/10/22/opinion/is-harry-potter-evil.html\">\"Is Harry Potter Evil?\" \u003c/a>\u003c/p>\n\u003cp>As an author, Blume is familiar with challenges to children's literature as some of her works have also topped the banned books list.\u003c/p>\n\u003cp>Blume wrote, \"I knew this was coming. The only surprise is that it took so long — as long as it took for the zealots who claim they're protecting children from evil (and evil can be found lurking everywhere these days) to discover that children actually like these books.\"\u003c/p>\n\u003cp>Today, there are still parents opposed to the series and some schools don't allow the books to be taught or included in teachers' curriculum.\u003c/p>\n\u003cp>Cynthia Richardson teaches eighth grade English just north of Bellingham, Wash. She uses the wizarding world as a basis for her behavioral management system, but she does not teach the books.\u003c/p>\n\u003cp>\"I kind of started growing the classroom and making the classroom look like the world of Harry Potter...that's when I started encountering some parents who were hesitant,\" Richardson says. \"So I actually put a disclaimer in my syllabus that this was not intended to teach witchcraft or that I was not going to teach the book because parents had been saying 'we don't agree with that book option.' \"\u003c/p>\n\u003cp>Richardson has had some parents ask that their children not be placed in her class because of the theme. Other parents who have been initially opposed or unsure have at times met with her to discuss the situation.\u003c/p>\n\u003cp>She says all of the pushback she has gotten stems from the theme of witchcraft in the books. This is something Richardson can relate to. Growing up, she says her parents did not allow her to read the books, so her first experience with them was in a children's literature course during college.\u003c/p>\n\u003cp>\"You know, I understand wanting to protect children from things that we think they're not ready for, especially some of the later books that are much darker, and I talk with them about what the power of literature can be\" Richardson says. \"How maybe it's an opportunity for them to read with their child in this case and talk about those themes and talk about the struggles that are in them and what a powerful learning opportunity that could be for the child.\"\u003c/p>\n\u003cp>\u003cstrong>Magic as a tool to bridge the gap\u003c/strong>\u003c/p>\n\u003cp>Since the series began, more than 500 million copies of the books have been sold worldwide, \u003ca href=\"https://www.pottermore.com/news/500-million-harry-potter-books-have-now-been-sold-worldwide\">according to Pottermore\u003c/a>, and the books are available to readers in 80 languages.\u003c/p>\n\u003cp>Deborah Stack teaches English as a second language at a middle school in the Bronx, N.Y., and says her classroom is mainly divided between Spanish speakers and Arabic speakers. Finding engaging material in those two languages has been hard, Stack says, especially because her students vary in their reading levels in both their native languages and English.\u003c/p>\n\u003cp>But this year, she decided to try reading \u003cem>Harry Potter and the Sorcerer's Stone \u003c/em>with them after she found the digital editions in both Spanish and Arabic.\u003c/p>\n\u003cfigure id=\"attachment_52783\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-52783\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/2018_sharpsteinharrypotter_0010_custom-57f677d923eb4edb23d12816bb7516add588d8de-s800-c85.jpg\" alt=\"Harry Potter and the Sorcerer's Stone isn't just a unite for fifth-grade teachers Kate Keyes and Ben VanDonge, it's a year-round theme for their classrooms.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/2018_sharpsteinharrypotter_0010_custom-57f677d923eb4edb23d12816bb7516add588d8de-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/2018_sharpsteinharrypotter_0010_custom-57f677d923eb4edb23d12816bb7516add588d8de-s800-c85-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/2018_sharpsteinharrypotter_0010_custom-57f677d923eb4edb23d12816bb7516add588d8de-s800-c85-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/2018_sharpsteinharrypotter_0010_custom-57f677d923eb4edb23d12816bb7516add588d8de-s800-c85-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/2018_sharpsteinharrypotter_0010_custom-57f677d923eb4edb23d12816bb7516add588d8de-s800-c85-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/2018_sharpsteinharrypotter_0010_custom-57f677d923eb4edb23d12816bb7516add588d8de-s800-c85-520x346.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Harry Potter and the Sorcerer's Stone isn't just a unite for fifth-grade teachers Kate Keyes and Ben VanDonge, it's a year-round theme for their classrooms. \u003ccite>(Courtesy of Mark VanDonge)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"They were so into it like I would end class and they would moan,\" Stacks says. \"They would be like, 'Oh, it's over. I want to read more,' which never happens. It's just like the perfect combination of accessible language.\"\u003c/p>\n\u003cp>As her students continued to make their way through the first book over this fall semester, Stack says she watched conversations start between the kids who didn't speak the same language.\u003c/p>\n\u003cp>\"When you start making sure the whole class is reading the same story and that story is really exciting, that story is really engaging, you start to see kids like really talking between language groups and debating and arguing,\" she says.\u003c/p>\n\u003cp>It was this moment that really made her excited as a teacher.\u003c/p>\n\u003cp>\"You're seeing this amazing dialogue in English between a native Arabic speaker and a native Spanish speaker and they're utilizing their English and are talking about the same story,\" Stack says. \"They're not doing it because I asked them to, they're doing it because they're really excited about the story and that's where you get the authentic debate and discussion, which is what you want in an English classroom.\"\u003c/p>\n\u003cp>\u003cstrong>Discovering the magic\u003c/strong>\u003c/p>\n\u003cp>For many of the teachers who watch their students discover the magic of reading that the series brings, it reminds them of their own introduction to the series.\u003c/p>\n\u003cp>Shehtaz Huq was 9 and at her grandmother's funeral in Bangladesh when she found the first book in her aunt's purse.\u003c/p>\n\u003cp>\"She gave me the book to read because that was the first time that I had experienced death in the family and I didn't know how to deal with grief and then the book opened with the death and grief and loss, so that really resonated with me,\" Huq says.\u003c/p>\n\u003cp>Huq quickly devoured the rest of books as they came out and went on to become sixth grade English teacher. In her classroom, all of her students receive a Hogwarts letter at the beginning of the year. On one wall the Hogwarts Express is waiting at platform 9 ¾ with inspirational quotes coming out of the engine's smokestack.\u003c/p>\n\u003cp>There's also dementors because Huq says she wants her students to \"see the dichotomy of good and evil.\"\u003c/p>\n\u003cp>\"In sixth grade, we read a set of novels and the essential understanding is how individuals can overcome adversity through the help of community,\" Huq says. \"I wanted students to see how the students at Hogwarts and the adults in Hogwarts found their community whether it was their biological family or their chosen family.\"\u003c/p>\n\u003cp>\u003cstrong>More than a literature lesson\u003c/strong>\u003c/p>\n\u003cp>The Harry Potter books are a natural choice for English and literature classes, but that hasn't stopped STEM teachers from finding connections for their students.\u003c/p>\n\u003cp>Kelsey Hillenbrand teaches middle school math in Evansville, Ind. Floating candles like those in the Great Hall hang from her ceiling along with moving portraits for an immersive experience.\u003c/p>\n\u003cp>Hillenbrand acknowledges that part of the nature of math is to learn concepts and then review and practice them, but for at least three times during the year, she goes one step further with her classroom theme.\u003c/p>\n\u003cp>\"When we were studying fractions and decimals, I cover all of my desks with butcher paper to look like the wooden tables that you see in Snape's classroom — and we had potions class.\u003c/p>\n\u003cp>Cauldrons were placed in front of students, along with their supplies, and a large packet of problems, because after all, it's still math class.\u003c/p>\n\u003cp>\"I think they ended up solving like 60 questions that were all fractions and decimals. But each page had its own little puzzle so that they knew how much of each ingredient to add to their cauldron,\" Hillenbrand says.\u003c/p>\n\u003cp>In the end, Hillenbrand checks to make sure the solution is the right tint before the students get to drink their potions.\u003c/p>\n\u003cp>\"They're learning something and it's just taking that fear and that edge out of it and to see them come back in and say 'What are we going to do today, Mrs. Hillenbrand?',\" she says.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>That excitement and openness to learning is what many of these teachers consider the true magic of Harry Potter and they have no plans of stopping.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+Harry+Potter+Has+Brought+Magic+To+Classrooms+For+More+Than+20+Years&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"In the 20 years since \u003cem>Harry Potter and the Sorcerer's Stone \u003c/em>was released in the U.S., educators of all levels have used J.K. Rowling's series to bring magic to their own classrooms. ","status":"publish","parent":0,"modified":1546329209,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":55,"wordCount":1909},"headData":{"title":"How Harry Potter Has Brought Magic To Classrooms For More Than 20 Years | KQED","description":"In the 20 years since Harry Potter and the Sorcerer's Stone was released in the U.S., educators of all levels have used J.K. Rowling's series to bring magic to their own classrooms. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Harry Potter Has Brought Magic To Classrooms For More Than 20 Years","datePublished":"2019-01-01T07:53:29.000Z","dateModified":"2019-01-01T07:53:29.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"52775 https://ww2.kqed.org/mindshift/?p=52775","disqusUrl":"https://ww2.kqed.org/mindshift/2018/12/31/how-harry-potter-has-brought-magic-to-classrooms-for-more-than-20-years/","disqusTitle":"How Harry Potter Has Brought Magic To Classrooms For More Than 20 Years","nprImageCredit":"Alex Wong","nprByline":"Wynne Davis","nprImageAgency":"Getty Images","nprStoryId":"678860349","nprApiLink":"http://api.npr.org/query?id=678860349&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2018/12/31/678860349/how-harry-potter-has-brought-magic-to-classrooms-for-more-than-20-years?ft=nprml&f=678860349","nprRetrievedStory":"1","nprPubDate":"Mon, 31 Dec 2018 13:05:00 -0500","nprStoryDate":"Mon, 31 Dec 2018 13:05:22 -0500","nprLastModifiedDate":"Mon, 31 Dec 2018 13:05:22 -0500","path":"/mindshift/52775/how-harry-potter-has-brought-magic-to-classrooms-for-more-than-20-years","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Whether you're a Gryffindor, a Hufflepuff, a Ravenclaw, a Slytherin or a muggle still hoping your Hogwarts letter will arrive by owl, it is undeniable that the Harry Potter fandom has had a lasting impact throughout the world.\u003c/p>\n\u003cp>September marked the 20th anniversary of \u003cem>Harry Potter and the Sorcerer's Stone's \u003c/em>U.S. release. NPR asked teachers then to tell us how the book has changed the way they teach. We learned that a lot has changed since 1998. Quidditch is no longer just game of fantasy. \u003cem>Fantastic Beasts and Where to Find Them\u003c/em> is more than a textbook to pick up in Diagon Alley. And Hogwarts is no longer a place you can only dream of visiting.\u003c/p>\n\u003cp>More than 1,000 educators, from elementary teachers to university professors, responded to NPR's callout with stories about how they incorporate the Harry Potter series into their curriculum and classrooms.\u003c/p>\n\u003cp>\u003cstrong>Changing how some classrooms look — and feel\u003c/strong>\u003c/p>\n\u003cp>Teachers like Ben VanDonge and Kate Keyes are two-thirds of a fifth-grade teaching team in Walla Walla, Wash. This year marks their third year doing an all-encompassing Harry Potter theme.\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>\"We have a sorting ceremony at the end of the year to let kids know which homeroom they'll have, play our own version of quidditch about once a month,\" VanDonge says.\u003c/p>\n\u003cp>VanDonge's classroom is decked out in Ravenclaw blue and bronze while Keyes has Hufflepuff's black and yellow. The building is older and has arched windows, much like those at Hogwarts that let natural light stream in. In one corner of Keyes' room is a Whomping Willow, the tree that terrorized Harry and Ron after they crash-landed Mr. Weasley's enchanted car between its branches.\u003c/p>\n\u003cp>And after a couple of years with just Hufflepuff and Ravenclaw representation, Keyes and VanDonge convinced their third partner teacher to join in on the engaging learning community.\u003c/p>\n\u003cp>This year his students are Gryffindors.\u003c/p>\n\u003cp>After being sorted into their houses and homerooms, the fifth graders begin their deeper dive into the wizarding world.\u003c/p>\n\u003cfigure id=\"attachment_52776\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-52776\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/gettyimages-6668031_slide-c03270c7363362e45e1c69ed73da1c106c55150d-1-e1546284648941.jpg\" alt=\"\" width=\"1920\" height=\"1279\">\u003cfigcaption class=\"wp-caption-text\">J. K. Rowling's Harry Potter series story books sit in a bookstore July 6, 2000 in Arlington, Va. \u003ccite>(Alex Wong/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"We burn through Sorcerer's Stone in about three weeks as a read aloud using the Jim Kay illustrated edition so all our kids have access to the theme and don't just think we're crazy,\" VanDonge says. \"We refer back to the story frequently as we teach language arts concepts, too.\"\u003c/p>\n\u003cp>VanDonge and Keyes said they felt like they struck gold when they heard how the curriculum was helping their students outside of school.\u003c/p>\n\u003cp>\"We knew that we were doing a good thing when at conferences...we had numerous parents tell us it was the first time that their kids had been excited to go to school since kindergarten,\" VanDonge says. \"Or tell us that they've never been able to get their kids to read at all before and now they're having to have lights out rules.\"\u003c/p>\n\u003cp>\u003cstrong>Everyone isn't a fan\u003c/strong>\u003c/p>\n\u003cp>As enthusiastic as some parents are about how Harry Potter has helped their children in school, it hasn't always been that way.\u003c/p>\n\u003cp>A year after the first book's U.S. release, it found a place on the list of most challenged books compiled by the \u003ca href=\"http://www.ala.org/advocacy/bbooks/frequentlychallengedbooks/top10#2015\">American Library Association's Office for Intellectual Freedom.\u003c/a> The series had a steady presence on this list and even topped it at times, through 2003.\u003c/p>\n\u003cp>Parents in many states tried to push school boards and districts to ban the books.\u003c/p>\n\u003cp>One of the biggest criticisms of the series comes on religious grounds that the books promote occultism and magic.\u003c/p>\n\u003cp>In October 1999, author Judy Blume penned an Op-Ed in The New York Times titled \u003ca href=\"https://www.nytimes.com/1999/10/22/opinion/is-harry-potter-evil.html\">\"Is Harry Potter Evil?\" \u003c/a>\u003c/p>\n\u003cp>As an author, Blume is familiar with challenges to children's literature as some of her works have also topped the banned books list.\u003c/p>\n\u003cp>Blume wrote, \"I knew this was coming. The only surprise is that it took so long — as long as it took for the zealots who claim they're protecting children from evil (and evil can be found lurking everywhere these days) to discover that children actually like these books.\"\u003c/p>\n\u003cp>Today, there are still parents opposed to the series and some schools don't allow the books to be taught or included in teachers' curriculum.\u003c/p>\n\u003cp>Cynthia Richardson teaches eighth grade English just north of Bellingham, Wash. She uses the wizarding world as a basis for her behavioral management system, but she does not teach the books.\u003c/p>\n\u003cp>\"I kind of started growing the classroom and making the classroom look like the world of Harry Potter...that's when I started encountering some parents who were hesitant,\" Richardson says. \"So I actually put a disclaimer in my syllabus that this was not intended to teach witchcraft or that I was not going to teach the book because parents had been saying 'we don't agree with that book option.' \"\u003c/p>\n\u003cp>Richardson has had some parents ask that their children not be placed in her class because of the theme. Other parents who have been initially opposed or unsure have at times met with her to discuss the situation.\u003c/p>\n\u003cp>She says all of the pushback she has gotten stems from the theme of witchcraft in the books. This is something Richardson can relate to. Growing up, she says her parents did not allow her to read the books, so her first experience with them was in a children's literature course during college.\u003c/p>\n\u003cp>\"You know, I understand wanting to protect children from things that we think they're not ready for, especially some of the later books that are much darker, and I talk with them about what the power of literature can be\" Richardson says. \"How maybe it's an opportunity for them to read with their child in this case and talk about those themes and talk about the struggles that are in them and what a powerful learning opportunity that could be for the child.\"\u003c/p>\n\u003cp>\u003cstrong>Magic as a tool to bridge the gap\u003c/strong>\u003c/p>\n\u003cp>Since the series began, more than 500 million copies of the books have been sold worldwide, \u003ca href=\"https://www.pottermore.com/news/500-million-harry-potter-books-have-now-been-sold-worldwide\">according to Pottermore\u003c/a>, and the books are available to readers in 80 languages.\u003c/p>\n\u003cp>Deborah Stack teaches English as a second language at a middle school in the Bronx, N.Y., and says her classroom is mainly divided between Spanish speakers and Arabic speakers. Finding engaging material in those two languages has been hard, Stack says, especially because her students vary in their reading levels in both their native languages and English.\u003c/p>\n\u003cp>But this year, she decided to try reading \u003cem>Harry Potter and the Sorcerer's Stone \u003c/em>with them after she found the digital editions in both Spanish and Arabic.\u003c/p>\n\u003cfigure id=\"attachment_52783\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-52783\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/2018_sharpsteinharrypotter_0010_custom-57f677d923eb4edb23d12816bb7516add588d8de-s800-c85.jpg\" alt=\"Harry Potter and the Sorcerer's Stone isn't just a unite for fifth-grade teachers Kate Keyes and Ben VanDonge, it's a year-round theme for their classrooms.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/2018_sharpsteinharrypotter_0010_custom-57f677d923eb4edb23d12816bb7516add588d8de-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/2018_sharpsteinharrypotter_0010_custom-57f677d923eb4edb23d12816bb7516add588d8de-s800-c85-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/2018_sharpsteinharrypotter_0010_custom-57f677d923eb4edb23d12816bb7516add588d8de-s800-c85-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/2018_sharpsteinharrypotter_0010_custom-57f677d923eb4edb23d12816bb7516add588d8de-s800-c85-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/2018_sharpsteinharrypotter_0010_custom-57f677d923eb4edb23d12816bb7516add588d8de-s800-c85-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/2018_sharpsteinharrypotter_0010_custom-57f677d923eb4edb23d12816bb7516add588d8de-s800-c85-520x346.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Harry Potter and the Sorcerer's Stone isn't just a unite for fifth-grade teachers Kate Keyes and Ben VanDonge, it's a year-round theme for their classrooms. \u003ccite>(Courtesy of Mark VanDonge)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"They were so into it like I would end class and they would moan,\" Stacks says. \"They would be like, 'Oh, it's over. I want to read more,' which never happens. It's just like the perfect combination of accessible language.\"\u003c/p>\n\u003cp>As her students continued to make their way through the first book over this fall semester, Stack says she watched conversations start between the kids who didn't speak the same language.\u003c/p>\n\u003cp>\"When you start making sure the whole class is reading the same story and that story is really exciting, that story is really engaging, you start to see kids like really talking between language groups and debating and arguing,\" she says.\u003c/p>\n\u003cp>It was this moment that really made her excited as a teacher.\u003c/p>\n\u003cp>\"You're seeing this amazing dialogue in English between a native Arabic speaker and a native Spanish speaker and they're utilizing their English and are talking about the same story,\" Stack says. \"They're not doing it because I asked them to, they're doing it because they're really excited about the story and that's where you get the authentic debate and discussion, which is what you want in an English classroom.\"\u003c/p>\n\u003cp>\u003cstrong>Discovering the magic\u003c/strong>\u003c/p>\n\u003cp>For many of the teachers who watch their students discover the magic of reading that the series brings, it reminds them of their own introduction to the series.\u003c/p>\n\u003cp>Shehtaz Huq was 9 and at her grandmother's funeral in Bangladesh when she found the first book in her aunt's purse.\u003c/p>\n\u003cp>\"She gave me the book to read because that was the first time that I had experienced death in the family and I didn't know how to deal with grief and then the book opened with the death and grief and loss, so that really resonated with me,\" Huq says.\u003c/p>\n\u003cp>Huq quickly devoured the rest of books as they came out and went on to become sixth grade English teacher. In her classroom, all of her students receive a Hogwarts letter at the beginning of the year. On one wall the Hogwarts Express is waiting at platform 9 ¾ with inspirational quotes coming out of the engine's smokestack.\u003c/p>\n\u003cp>There's also dementors because Huq says she wants her students to \"see the dichotomy of good and evil.\"\u003c/p>\n\u003cp>\"In sixth grade, we read a set of novels and the essential understanding is how individuals can overcome adversity through the help of community,\" Huq says. \"I wanted students to see how the students at Hogwarts and the adults in Hogwarts found their community whether it was their biological family or their chosen family.\"\u003c/p>\n\u003cp>\u003cstrong>More than a literature lesson\u003c/strong>\u003c/p>\n\u003cp>The Harry Potter books are a natural choice for English and literature classes, but that hasn't stopped STEM teachers from finding connections for their students.\u003c/p>\n\u003cp>Kelsey Hillenbrand teaches middle school math in Evansville, Ind. Floating candles like those in the Great Hall hang from her ceiling along with moving portraits for an immersive experience.\u003c/p>\n\u003cp>Hillenbrand acknowledges that part of the nature of math is to learn concepts and then review and practice them, but for at least three times during the year, she goes one step further with her classroom theme.\u003c/p>\n\u003cp>\"When we were studying fractions and decimals, I cover all of my desks with butcher paper to look like the wooden tables that you see in Snape's classroom — and we had potions class.\u003c/p>\n\u003cp>Cauldrons were placed in front of students, along with their supplies, and a large packet of problems, because after all, it's still math class.\u003c/p>\n\u003cp>\"I think they ended up solving like 60 questions that were all fractions and decimals. But each page had its own little puzzle so that they knew how much of each ingredient to add to their cauldron,\" Hillenbrand says.\u003c/p>\n\u003cp>In the end, Hillenbrand checks to make sure the solution is the right tint before the students get to drink their potions.\u003c/p>\n\u003cp>\"They're learning something and it's just taking that fear and that edge out of it and to see them come back in and say 'What are we going to do today, Mrs. Hillenbrand?',\" she says.\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>That excitement and openness to learning is what many of these teachers consider the true magic of Harry Potter and they have no plans of stopping.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+Harry+Potter+Has+Brought+Magic+To+Classrooms+For+More+Than+20+Years&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52775/how-harry-potter-has-brought-magic-to-classrooms-for-more-than-20-years","authors":["byline_mindshift_52775"],"categories":["mindshift_192"],"tags":["mindshift_20646","mindshift_20851","mindshift_20784","mindshift_1040","mindshift_591","mindshift_392","mindshift_20774","mindshift_47"],"featImg":"mindshift_52778","label":"mindshift"},"mindshift_51787":{"type":"posts","id":"mindshift_51787","meta":{"index":"posts_1591205157","site":"mindshift","id":"51787","score":null,"sort":[1539066703000]},"guestAuthors":[],"slug":"leveraging-the-lore-of-dungeons-and-dragons-to-motivate-students-to-read-and-write","title":"Leveraging the Lore of 'Dungeons & Dragons' to Motivate Students to Read and Write ","publishDate":1539066703,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Some parents and teachers despair as they witness the \u003ca href=\"https://www.newyorker.com/culture/cultural-comment/books-smell-like-old-people-the-decline-of-teen-reading\">erosion of sustained reading\u003c/a>, particularly fiction, with today’s screen-obsessed youth. Whether this genuinely heralds an intellectual Armageddon, or merely marks \u003ca href=\"https://link.springer.com/chapter/10.1057/9781137429704_12\">a benign transition into a new phase\u003c/a> of the life of the mind, remains to be seen. Whatever the future holds, those who wage a pitched battle under the standard of literacy may find a valuable ally in an \u003ca href=\"http://www.bbc.com/news/magazine-26328105\">old nemesis\u003c/a>.\u003c/p>\n\u003cp>“\u003cem>Dungeons & Dragons\u003c/em> is a gateway drug to reading,” said York University professor Ian Slater, who runs \u003ca href=\"http://www.blackdragongames.ca/\">\u003cem>Dungeons & Dragons\u003c/em>\u003c/a>\u003ca href=\"http://www.blackdragongames.ca/\"> campaigns for schools and events\u003c/a>. “Children who do not read regularly or read for pleasure will start reading the gaming books almost as soon as they sit down, and they carry that outside of the game.”\u003c/p>\n\u003cp>Worldbuilding is no small task, and there are literally thousands of physical and online pages dedicated to the nuances and minutia of bringing the encyclopedic \u003cem>Dungeons & Dragons \u003c/em>universe to life. Once kids are bitten by the bug, they spend hours pouring over the reference guides, web pages and forums, and some even turn to fantasy novels. They often don’t realize that an unintended consequence of their game play is that they become better readers and writers. This, however, has not been lost on many parents and educators.\u003c/p>\n\u003cfigure id=\"attachment_52303\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-52303 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-1020x574.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-1200x675.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-960x540.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-520x293.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86.jpg 1248w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Game pieces \u003ccite>(Courtesy of Sarah Roman)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>The Magic of Motivation\u003c/strong>\u003c/p>\n\u003cp>“The most impactful thing about using \u003cem>D&D\u003c/em> as a literacy tool is that the information has to be synthesized, meaning they have to glean out of the reading what is necessary to make a character act in the imaginary world,\" said Texas teacher Kade Wells, who uses \u003cem>Dungeons & Dragons\u003c/em> with his students. \"Kids read the information intrinsically because the success (and power) of their character is directly linked to what they can find in a book. No child wants an ineffective character.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Students who play are intrinsically motivated to exercise a host of complex and interwoven literacy skills, which they may be more reluctant to practice without the incentive of the game. Alexandra Carter, who incorporated a modified version of \u003cem>Dungeons & Dragons\u003c/em> with a primary class, reported her students were similarly incentivized.\u003c/p>\n\u003cp>“Students willingly used and further developed their reading and writing skills while creating stories, narratives and presentations for the project,” wrote Carter in a \u003ca href=\"https://www.researchgate.net/publication/290614869_Using_Dungeons_and_Dragons_to_Integrate_Curricula_in_an_Elementary_Classroom\">paper\u003c/a> describing her use of \u003cem>D&D\u003c/em> in a Grade 3 classroom. “The students struggling in these areas academically enthusiastically poured through books and took careful notes. They felt invested in what they were doing and were excited about the goal-oriented work they were producing. One student reflected on his progress in reading and said that he ‘felt like he was actually reading for something,’ rather than ‘having to read.’ ”\u003c/p>\n\u003cp>In these cases, kids are inspired to read to better participate and perform in the game, but New Jersey educator Sarah Roman used the game as a lure to immerse her students in the classics.\u003c/p>\n\u003cfigure id=\"attachment_52305\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-52305\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/39198010181_c92257f585_k-1020x1530.jpg\" alt=\"\" width=\"640\" height=\"960\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-1020x1530.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-768x1152.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-1180x1770.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-960x1440.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-240x360.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-375x563.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-520x780.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k.jpg 1365w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Sarah Roman teaching students how to play. \u003ccite>(New Jersey Education Association)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A high school English teacher, Roman adapted \u003cem>D&D\u003c/em> for her senior Honors and AP literature classes to actively engage her students with the course readings. She designed a yearlong campaign that featured characters, setting and events from classics like \u003cem>Beowulf\u003c/em> and \u003cem>Macbeth\u003c/em>.\u003c/p>\n\u003cp>“I saw a big jump in the willingness to read,” said Roman. “They knew that I had crafted my campaigns around the details in the texts, so if they were to be successful, they would have to actively know that material and be able to synthesize it.”\u003c/p>\n\u003cp>In an ingenious ploy characteristic of an experienced \u003cem>D&D\u003c/em> player, Roman set up her class so that the game and the books on the reading list mutually informed each other. Students were motivated to read \u003cem>The Canterbury Tales\u003c/em> because it improved their performance in the game, and success in the game reinforced a greater understanding of Chaucer’s work.\u003c/p>\n\u003cp>Her unorthodox approach led to a marked improvement in more traditional modes of assessment. “I fundamentally saw a positive change in how the students are learning the works through their analytical essays and more practical assignments,” wrote Roman in \u003ca href=\"https://medium.com/@dndlearning/d-d-in-the-classroom-making-old-worlds-new-3a9ee4241d7d\">her blog\u003c/a>. Roman’s integration of \u003cem>D&D\u003c/em> in her class is not only creative and engaging for her students, but it meets mandated \u003ca href=\"https://medium.com/@dndlearning/d-d-and-education-the-rumblings-of-research-with-character-creation-487dc6f76ff\">curricular standards\u003c/a>, which illustrates that a resourceful educator can break with traditional methods of delivering course material to teach in a more engaging manner and still fulfill the curricular mandates.\u003c/p>\n\u003cfigure id=\"attachment_52299\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-52299\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/IMG-2045-1020x1020.jpg\" alt=\"\" width=\"1920\" height=\"1920\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-1020x1020.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-1200x1200.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-1180x1180.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-960x960.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-520x520.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-150x150.jpg 150w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Building a world (Courtesy of Sarah Roman)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>An Apprentice in Worldbuilding\u003c/strong>\u003c/p>\n\u003cp>Best-selling authors like \u003ca href=\"https://www.theatlantic.com/entertainment/archive/2013/01/growing-up-in-the-caves-of-chaos/267107/\">Ta-Nehisi Coates\u003c/a> and Cory Doctorow, comedian \u003ca href=\"https://www.reddit.com/r/DnD/comments/4zn6hi/anderson_cooper_and_stephen_colbert_nerd_out/\">Stephen Colbert\u003c/a> and \u003cem>Game of Thrones\u003c/em> mastermind George R. R. Martin all played \u003cem>Dungeons & Dragons\u003c/em>. It’s not surprising that burgeoning writers would be drawn to a storytelling game, and it presumably contributed to the development of their craft.\u003c/p>\n\u003cp>Sci-fi writer and professor Trent Hergenrader also credits his youthful fascination with tabletop role-playing games as a wellspring for his creative output. Today, Hergenrader also teaches English and creative writing at the Rochester Institute of Technology, where he uses role-playing games (RPGs) like \u003cem>Dungeons & Dragons\u003c/em> as the primary tool to instruct his students on how to write fiction.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=M8Pis2bqcIY\u003c/p>\n\u003cp>“I began using tabletop RPGs to steer students away from writing stories that had some cliched deep meaning and instead get them thinking about getting into a character’s head. The idea was that spending time on character creation exercises would help them develop well-rounded characters, and that plot would emerge from the decisions their characters make during their RPG sessions,” said Hergenrader. ”The \u003cem>Player’s Handbook\u003c/em> walks players through developing their characters’ family histories, personality traits, and even phobias and personal shortcomings.”\u003c/p>\n\u003cp>Players are essentially co-authors who regulate each other for plausibility, and their ongoing interactions contribute to deep and nuanced character development. As the narrative ringleader, the Dungeon Master is responsible for spinning a rich and engaging story that, when done well, has all the twists and turns of a page-turning novel. The game fuses literacy and orality in a unique interactive storytelling exercise, which may better develop creative writing skills than simply reading or writing in isolation.\u003c/p>\n\u003cfigure id=\"attachment_52307\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-52307\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-1020x680.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-1200x800.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-1180x786.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-520x347.jpg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Roman's students learning how to play. \u003ccite>(New Jersey Education Assocation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Playing D&D is a completely different experience of story than reading and analyzing a novel, short story or play,\" said Brian Foglia, who infuses \u003cem>Dungeons & Dragons\u003c/em> in the curriculum at the South Jersey Sudbury School, which he founded. \"It gives the students a better sense of character agency, as well as a felt sense for plot. It also opens a whole world of imagination for them, one that doesn’t ask them to be passive recipients of words on a page or pictures on a screen.”\u003c/p>\n\u003cp>Fiction is a transportation to another time and place, and Hergenrader uses the worldbuilding aspect of RPGs by having his students work together to flesh out the details of their setting, whether historical, contemporary or fantastical.\u003c/p>\n\u003cp>“The act of creating a world with others really highlighted the way writers attempt to represent people, places and things in their fiction, which in turn reveals these writers’ assumptions about how our shared reality works,\" said Hergenrader. \"The act of worldbuilding then becomes a stage for debating the role of government, economic systems, issues of equality along the lines of race, class, gender, and more. The RPG rule system we use helps give the world structure and consistency, but the writers have near-complete freedom when it comes to developing the world further.”\u003c/p>\n\u003cp>Kade Wells also used RPG conventions to structure a collaborative creative writing assignment with his Grade 9 English students. Wells acted as DM and led his students in the creation of “Radioactive,” an elaborate story set in a nuclear holocaust.\u003c/p>\n\u003cp>“We had to generate all kinds of things in the world: politics, survivor groups, locations, sicknesses, even monsters,” said Wells. “This creation forced a great deal of cross-curricular research for them, which they did gladly and naturally, looking things up to fill in the gaps in their knowledge.”\u003c/p>\n\u003cp>Like Hergenrader with his college students, Wells used RPG character creation techniques to encourage his students to develop rich and nuanced personas to populate the fallen world.\u003c/p>\n\u003cp>“Even the lowest writers wrote vigorously on their character stories in the “Radioactive” world. I watched as struggling writers fought through their lack of mechanical know-how, to get to the expression of their ideas in writing. In short, they were proud of their ideas, therefore willing to write them down, no matter how hard,” said Wells.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>By leveraging the playful and dynamic features of an RPG, educators empower reluctant readers and writers to participate in the art of storytelling. This not only imbues them with the skills for analysis and invention, but also equips them with the technical and imaginative resources to write and rewrite the stories of their own lives.\u003c/p>\n\n","blocks":[],"excerpt":"By leveraging the playful and dynamic features of role-playing games like \"Dungeons & Dragons,\" educators empower reluctant students to participate in the art of storytelling, tapping into their motivation to read and write. ","status":"publish","parent":0,"modified":1539869725,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1562},"headData":{"title":"Leveraging the Lore of 'Dungeons & Dragons' to Motivate Students to Read and Write | KQED","description":"By leveraging the playful and dynamic features of role-playing games like "Dungeons & Dragons," educators empower reluctant students to participate in the art of storytelling, tapping into their motivation to read and write. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Leveraging the Lore of 'Dungeons & Dragons' to Motivate Students to Read and Write ","datePublished":"2018-10-09T06:31:43.000Z","dateModified":"2018-10-18T13:35:25.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"51787 https://ww2.kqed.org/mindshift/?p=51787","disqusUrl":"https://ww2.kqed.org/mindshift/2018/10/08/leveraging-the-lore-of-dungeons-and-dragons-to-motivate-students-to-read-and-write/","disqusTitle":"Leveraging the Lore of 'Dungeons & Dragons' to Motivate Students to Read and Write ","path":"/mindshift/51787/leveraging-the-lore-of-dungeons-and-dragons-to-motivate-students-to-read-and-write","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Some parents and teachers despair as they witness the \u003ca href=\"https://www.newyorker.com/culture/cultural-comment/books-smell-like-old-people-the-decline-of-teen-reading\">erosion of sustained reading\u003c/a>, particularly fiction, with today’s screen-obsessed youth. Whether this genuinely heralds an intellectual Armageddon, or merely marks \u003ca href=\"https://link.springer.com/chapter/10.1057/9781137429704_12\">a benign transition into a new phase\u003c/a> of the life of the mind, remains to be seen. Whatever the future holds, those who wage a pitched battle under the standard of literacy may find a valuable ally in an \u003ca href=\"http://www.bbc.com/news/magazine-26328105\">old nemesis\u003c/a>.\u003c/p>\n\u003cp>“\u003cem>Dungeons & Dragons\u003c/em> is a gateway drug to reading,” said York University professor Ian Slater, who runs \u003ca href=\"http://www.blackdragongames.ca/\">\u003cem>Dungeons & Dragons\u003c/em>\u003c/a>\u003ca href=\"http://www.blackdragongames.ca/\"> campaigns for schools and events\u003c/a>. “Children who do not read regularly or read for pleasure will start reading the gaming books almost as soon as they sit down, and they carry that outside of the game.”\u003c/p>\n\u003cp>Worldbuilding is no small task, and there are literally thousands of physical and online pages dedicated to the nuances and minutia of bringing the encyclopedic \u003cem>Dungeons & Dragons \u003c/em>universe to life. Once kids are bitten by the bug, they spend hours pouring over the reference guides, web pages and forums, and some even turn to fantasy novels. They often don’t realize that an unintended consequence of their game play is that they become better readers and writers. This, however, has not been lost on many parents and educators.\u003c/p>\n\u003cfigure id=\"attachment_52303\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-52303 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-1020x574.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-1200x675.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-960x540.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86-520x293.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/c6be3928-7ff7-4e67-bd06-69f62f866a86.jpg 1248w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Game pieces \u003ccite>(Courtesy of Sarah Roman)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>The Magic of Motivation\u003c/strong>\u003c/p>\n\u003cp>“The most impactful thing about using \u003cem>D&D\u003c/em> as a literacy tool is that the information has to be synthesized, meaning they have to glean out of the reading what is necessary to make a character act in the imaginary world,\" said Texas teacher Kade Wells, who uses \u003cem>Dungeons & Dragons\u003c/em> with his students. \"Kids read the information intrinsically because the success (and power) of their character is directly linked to what they can find in a book. No child wants an ineffective character.”\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>Students who play are intrinsically motivated to exercise a host of complex and interwoven literacy skills, which they may be more reluctant to practice without the incentive of the game. Alexandra Carter, who incorporated a modified version of \u003cem>Dungeons & Dragons\u003c/em> with a primary class, reported her students were similarly incentivized.\u003c/p>\n\u003cp>“Students willingly used and further developed their reading and writing skills while creating stories, narratives and presentations for the project,” wrote Carter in a \u003ca href=\"https://www.researchgate.net/publication/290614869_Using_Dungeons_and_Dragons_to_Integrate_Curricula_in_an_Elementary_Classroom\">paper\u003c/a> describing her use of \u003cem>D&D\u003c/em> in a Grade 3 classroom. “The students struggling in these areas academically enthusiastically poured through books and took careful notes. They felt invested in what they were doing and were excited about the goal-oriented work they were producing. One student reflected on his progress in reading and said that he ‘felt like he was actually reading for something,’ rather than ‘having to read.’ ”\u003c/p>\n\u003cp>In these cases, kids are inspired to read to better participate and perform in the game, but New Jersey educator Sarah Roman used the game as a lure to immerse her students in the classics.\u003c/p>\n\u003cfigure id=\"attachment_52305\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-52305\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/39198010181_c92257f585_k-1020x1530.jpg\" alt=\"\" width=\"640\" height=\"960\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-1020x1530.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-768x1152.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-1180x1770.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-960x1440.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-240x360.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-375x563.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k-520x780.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/39198010181_c92257f585_k.jpg 1365w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Sarah Roman teaching students how to play. \u003ccite>(New Jersey Education Association)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A high school English teacher, Roman adapted \u003cem>D&D\u003c/em> for her senior Honors and AP literature classes to actively engage her students with the course readings. She designed a yearlong campaign that featured characters, setting and events from classics like \u003cem>Beowulf\u003c/em> and \u003cem>Macbeth\u003c/em>.\u003c/p>\n\u003cp>“I saw a big jump in the willingness to read,” said Roman. “They knew that I had crafted my campaigns around the details in the texts, so if they were to be successful, they would have to actively know that material and be able to synthesize it.”\u003c/p>\n\u003cp>In an ingenious ploy characteristic of an experienced \u003cem>D&D\u003c/em> player, Roman set up her class so that the game and the books on the reading list mutually informed each other. Students were motivated to read \u003cem>The Canterbury Tales\u003c/em> because it improved their performance in the game, and success in the game reinforced a greater understanding of Chaucer’s work.\u003c/p>\n\u003cp>Her unorthodox approach led to a marked improvement in more traditional modes of assessment. “I fundamentally saw a positive change in how the students are learning the works through their analytical essays and more practical assignments,” wrote Roman in \u003ca href=\"https://medium.com/@dndlearning/d-d-in-the-classroom-making-old-worlds-new-3a9ee4241d7d\">her blog\u003c/a>. Roman’s integration of \u003cem>D&D\u003c/em> in her class is not only creative and engaging for her students, but it meets mandated \u003ca href=\"https://medium.com/@dndlearning/d-d-and-education-the-rumblings-of-research-with-character-creation-487dc6f76ff\">curricular standards\u003c/a>, which illustrates that a resourceful educator can break with traditional methods of delivering course material to teach in a more engaging manner and still fulfill the curricular mandates.\u003c/p>\n\u003cfigure id=\"attachment_52299\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-52299\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/IMG-2045-1020x1020.jpg\" alt=\"\" width=\"1920\" height=\"1920\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-1020x1020.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-1200x1200.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-1180x1180.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-960x960.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-520x520.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/IMG-2045-150x150.jpg 150w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Building a world (Courtesy of Sarah Roman)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>An Apprentice in Worldbuilding\u003c/strong>\u003c/p>\n\u003cp>Best-selling authors like \u003ca href=\"https://www.theatlantic.com/entertainment/archive/2013/01/growing-up-in-the-caves-of-chaos/267107/\">Ta-Nehisi Coates\u003c/a> and Cory Doctorow, comedian \u003ca href=\"https://www.reddit.com/r/DnD/comments/4zn6hi/anderson_cooper_and_stephen_colbert_nerd_out/\">Stephen Colbert\u003c/a> and \u003cem>Game of Thrones\u003c/em> mastermind George R. R. Martin all played \u003cem>Dungeons & Dragons\u003c/em>. It’s not surprising that burgeoning writers would be drawn to a storytelling game, and it presumably contributed to the development of their craft.\u003c/p>\n\u003cp>Sci-fi writer and professor Trent Hergenrader also credits his youthful fascination with tabletop role-playing games as a wellspring for his creative output. Today, Hergenrader also teaches English and creative writing at the Rochester Institute of Technology, where he uses role-playing games (RPGs) like \u003cem>Dungeons & Dragons\u003c/em> as the primary tool to instruct his students on how to write fiction.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/M8Pis2bqcIY'\n title='//www.youtube.com/embed/M8Pis2bqcIY'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>“I began using tabletop RPGs to steer students away from writing stories that had some cliched deep meaning and instead get them thinking about getting into a character’s head. The idea was that spending time on character creation exercises would help them develop well-rounded characters, and that plot would emerge from the decisions their characters make during their RPG sessions,” said Hergenrader. ”The \u003cem>Player’s Handbook\u003c/em> walks players through developing their characters’ family histories, personality traits, and even phobias and personal shortcomings.”\u003c/p>\n\u003cp>Players are essentially co-authors who regulate each other for plausibility, and their ongoing interactions contribute to deep and nuanced character development. As the narrative ringleader, the Dungeon Master is responsible for spinning a rich and engaging story that, when done well, has all the twists and turns of a page-turning novel. The game fuses literacy and orality in a unique interactive storytelling exercise, which may better develop creative writing skills than simply reading or writing in isolation.\u003c/p>\n\u003cfigure id=\"attachment_52307\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-52307\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-1020x680.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-1200x800.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-1180x786.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/27421928999_97c44880f8_k-1-520x347.jpg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Roman's students learning how to play. \u003ccite>(New Jersey Education Assocation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Playing D&D is a completely different experience of story than reading and analyzing a novel, short story or play,\" said Brian Foglia, who infuses \u003cem>Dungeons & Dragons\u003c/em> in the curriculum at the South Jersey Sudbury School, which he founded. \"It gives the students a better sense of character agency, as well as a felt sense for plot. It also opens a whole world of imagination for them, one that doesn’t ask them to be passive recipients of words on a page or pictures on a screen.”\u003c/p>\n\u003cp>Fiction is a transportation to another time and place, and Hergenrader uses the worldbuilding aspect of RPGs by having his students work together to flesh out the details of their setting, whether historical, contemporary or fantastical.\u003c/p>\n\u003cp>“The act of creating a world with others really highlighted the way writers attempt to represent people, places and things in their fiction, which in turn reveals these writers’ assumptions about how our shared reality works,\" said Hergenrader. \"The act of worldbuilding then becomes a stage for debating the role of government, economic systems, issues of equality along the lines of race, class, gender, and more. The RPG rule system we use helps give the world structure and consistency, but the writers have near-complete freedom when it comes to developing the world further.”\u003c/p>\n\u003cp>Kade Wells also used RPG conventions to structure a collaborative creative writing assignment with his Grade 9 English students. Wells acted as DM and led his students in the creation of “Radioactive,” an elaborate story set in a nuclear holocaust.\u003c/p>\n\u003cp>“We had to generate all kinds of things in the world: politics, survivor groups, locations, sicknesses, even monsters,” said Wells. “This creation forced a great deal of cross-curricular research for them, which they did gladly and naturally, looking things up to fill in the gaps in their knowledge.”\u003c/p>\n\u003cp>Like Hergenrader with his college students, Wells used RPG character creation techniques to encourage his students to develop rich and nuanced personas to populate the fallen world.\u003c/p>\n\u003cp>“Even the lowest writers wrote vigorously on their character stories in the “Radioactive” world. I watched as struggling writers fought through their lack of mechanical know-how, to get to the expression of their ideas in writing. In short, they were proud of their ideas, therefore willing to write them down, no matter how hard,” said Wells.\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>By leveraging the playful and dynamic features of an RPG, educators empower reluctant readers and writers to participate in the art of storytelling. This not only imbues them with the skills for analysis and invention, but also equips them with the technical and imaginative resources to write and rewrite the stories of their own lives.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51787/leveraging-the-lore-of-dungeons-and-dragons-to-motivate-students-to-read-and-write","authors":["11107"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_21211","mindshift_20784","mindshift_1040","mindshift_20985","mindshift_550","mindshift_20774","mindshift_20931","mindshift_851"],"featImg":"mindshift_52306","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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