Types 100 WPM and is MMORG-proficient

August 27, 2012 at 9:43 am Leave a comment

By Karen Hawkins


OK, so “types 100 wpm” might actually be dating me a bit. But I was very interested to read, in the article on “the instructional power of games,” that a guildmaster in World of Warcraft needs the same skills as a manager for a Fortune 100 company. I don’t necessarily disagree with the list of skills; that’s fine. But having those skills in the context of a game, where you are playing a role that, let’s face it, is a lot less complex than the person you really are, is very different from having those skills in person. And yes, practicing them in the game is good, and you may be able to make the cognitive leap of using those skills in real life. But one reason that 17 year old MMORG aficionados don’t run multinational corporations is that their moms make them log off and do their homework (one would hope) and when they get frustrated, they might tell the other players to $#%@ and go grab a Mountain Dew (which doesn’t work in the business world, trust me). Full disclosure: I will be presenting next Tuesday with my group on the use of educational computer games, so it’s not like I don’t believe that games can be useful. I am a recent convert, and (IMO) a healthy skeptic. But I do think that there is one secret ingredient that wasn’t discussed in this article that might make the transference from game skills to life skills a lot more meaningful. Metacognition. Which is just a fancy way of saying I think it’s important to have students reflect on not just what they learned, but how they learned it, and how they can use the “how” as well as the “what” in other situations. Which brings me to the Suzie Boss Edutopia piece on “high-tech reflection.” I thought her list of questions near the end was excellent, especially “how do you know you learned it?” The not-so-Bank-Street answer: “Because I got a 98 on the test!” But seriously: we also need to know how we can push kids further to help them understand what skills we think they’re learning, and why they’re important. Yes, games are fun and engaging, but they are fun and engaging because you’re using your head. If you weren’t, the game would be boring. It’s appealing to let kids think they’re “getting away with something” by using games in class, whether for math skills or for a virtual exploration of history. But when they really do apply for that job with the Fortune 100 company, they need to be able to say what it is that they can do. How did that game help them become a strategic thinker? A good negotiator? A thoughtful teammate? Can they tell you about that? Helping them see how they’re learning, and how they can think about it and articulate it, is also really important. Then you can put “MMORG-proficient” on your resume and have it really mean something.

Entry filed under: Uncategorized.

An Alumna Looks Back at her Long Relationship with Bank Street A Student Teacher’s Journey: Follow this Blog

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s

Trackback this post  |  Subscribe to the comments via RSS Feed

An Online Conversation

Join the conversation among Bank Street College alumni blogging on education policy, practice, and point of view. Explore issues, ask questions, share what's actually happening in our classrooms, schools, museums, and communities. To submit a post, please send it to: alumni@bankstreet.edu.

Your Voice

Post your own opinions about teaching, learning, children, politics, special education, school reform, play, the standards movement, student teaching, museum education, leadership, block building, morning meeting, curriculum mapping, collaboration, isolation, benchmarks, bilingual classrooms, social-emotional development, the arts...right here on The Bank Street Blog!

To leave a comment on a posting, please click on the "comment" link beside the posting date. Comments will be reviewed before they appear.



Some of Our Past Bloggers

Alisa Algava ‘08, leader of a small Hudson Valley progressive school
Gloria Arenson ’58, psychotherapist
Bill Ayers ‘84, UIC professor, Chicago
Fred Baumgarten ‘84, writer/musician/naturalist/father
Keith Berman '03, founder/president of Options for College and Bank Street’s LinkedIn moderator
David Bowles ’08 (SFC ’93), museum educator at the Rubin Museum of Art
Elena Canaras ‘07, Special Education teacher, Hawaii
Virginia Casper, Bank Street faculty member
Jim Clay ‘88, director of a Washington DC Quaker preschool
Mary DeCamp Cotterall ‘87, Reading Specialist, Michigan
Judy Coven ’77, retired public school teacher and former Antioch University faculty member
Leslie Day '93, adjunct instructor at Bank Street and author of Field Guide to the Natural World of New York City
Mary Louise (Molly) Day ‘76, Lab School teacher, Chicago
Liezel de La Isla ‘99, Prague International School teacher
Diane Trister Dodge '70, founder and president of Teaching Strategies, Inc.
Meghan Dunn ’08, 3rd grade teacher, Brooklyn
Steven Evangelista ’01, co-director Harlem Link Charter School, NYC
Janine Fetters ‘02, Senior Associate of Parent Engagement at NACCRRA
Dena Florczyk '88, middle school teacher and founder/director of The Nigerian School Project
Hollee Freeman '94, writes about parenting issues for the alumni blog and was featured on BSCAA's April 2012 Career Panel
Ellen Galinsky '70, is President and Co-Founder of Families and Work Institute and author of Mind in the Making: The Seven Essential Life Skills Every Child Needs
Joanne Ruvolo Gannett ‘84, Columbia College art history professor, Chicago
Joan Goldstein ‘67, sociologist and educator
Margot Hammond, Director of the Center for Early Childhood Professionals
Carol Hillman ‘67, early childhood educator, author, and Long Trip co-leader
Pam Jones ‘05, Bank Street advisor and instructor
Lee Klinger Lesser ‘87, trainer for the Parent Services Project
Preminda Langer ‘97, teacher trainer
Claire Milam ’97, life coach, Austin, Texas
Rabin Nickens ‘03, Speaker, Trainer and Educational Consultant
Beth Norford ‘89, consultant and former School for Children teacher
Susy Ogden ‘97
Marion Palm ‘95, Leadership in the Arts alum, writing tutor, poet and singer
Jessica Poser, assistant professor of art education at UIC, Chicago
Jesse Pugh '76, BSCAA President
Meg Rauen ‘06, former Chicago elementary school teacher, NY
Linda Reing, Bank Street Director of Alumni Relations
Rosalind Rothman '62, retired NYC teacher and guidance counselor
Kyla Ryman '92/'97, educational coach and consultant
Ariel Sacks ‘06, middle school teacher, Brooklyn, NY
Linda Appleman (Guidall) Shapiro ‘81, psychotherapist and author
Barbara Silver ‘80, literacy consultant and former NYC first grade teacher
Andrea Penny Spencer, former Associate Dean of Academic Affairs at Bank Street
Debbie Stone ‘84, former teacher/co-director of High Valley School
Rachel Theilheimer ‘74, chair of teacher education at BMCC/CUNY
Theodore Timpson ’05, founder/president of Young Spirit Foundation
Eleanor Traubman '95, is Editor in Chief of Creative Times, a blog which promotes NYC's performing, visual and literary arts
Allison Warren '08, new mom, recent grad, and early childhood teacher
Max Weinberg ‘03, Francis Parker School teacher, Chicago
Ted Wells ‘07, 4th grade teacher at The Park School, Brookline, MA
Tracy Wiessbrod ’03, kindergarten teacher and stay-at-home mom

%d bloggers like this: